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MANUAL 

FOR 

THE ELSON-RUNKEL 

PRIMER 



(REVISED EDITION) 



PRESENTING A DETAILED METHOD OF PROCEDURE 
FOR THE TEACHING OF READING 



BY 

WILLIAM H. ELSON 

AUTHOR ELSON GOOD ENGLISH SERIES 
AND 

LUEA E. RUNKEL 

PRINCIPAL MARTIN PATTISON SCHOOL, SUPERIOR, WISCONSIN 



SCOTT, FORESMAN AND COMPANY 
CHICAGO NEW YORK 



V 






Copyright, 1921, by 
SCOTT, FORESMAN AND COMPANY 



For permission to use copyrighted material, grateful 
acknowledgment is made to the Pilgrim Press and to 
the author for "The Three Rabbits," by Carolyn S. 
Bailey, from Little Animal Stories; and to Milton Bradley 
Company for "The Birds' Home," by Evelyn Lincoln, 
from Half a Hundred Stories. 



NOV -5 1921 
g)C!.A627617 



CONTENTS 

Introduction page 

The Elson-Runkel Method 151 

A Distinguishing Feature 152 

Pre-Primer Work 154 

Preparatory Development of Each Primer Story 155 

Provision for Silent Reading 155 

Word Control Through Phonetics 156 

Divisions of the Manual 157 

Part One (Practical Suggestions) 

Factors in Reading Ability 159 

Aids to Comprehension 159 

Eye Movement and Phrasing Abihty 162 

Sentence, Phrase, Word, and Phonetic Development 163 

Reading from the Book 163 

The Personal Touch 164 

Children's Limited Experience 164 

Suggestions for Supplementary Work 165 

Games for Drill 166 

Supplementary Equipment 166 

Part Two (Games for Drill) 175 

Part Three (Pre-Primer Work) 

Chart for Pre-Primer Work 184 

Outline of Lesson Plans 185 

The Family Friedrich Froebel 186 

How the House Was Built Maud Lindsay 194 

The Little Bird Mother Goose 203 

Action Lesson 209 

The Bird House Old Rime 213 

One, Two, Three Old Rime 219 

The Birds' Nest Evelyn Lincoln 225 

The Little Red Hen Old Tale 236 

Action Lesson 250 

Silent Reading Lesson 252 

The Good Rain 254 

The Cat and the Mouse Folk Tale 265 

The Three Rabbits Carolyn S. Bailey 274 

General Review ' 282 

Summary of Part Three . 282 

Part Four (Primer Work) 

Chart for Primer Work 284 

The Cat's Dinner Lillian M. Allen 287 

149 



150 TABLE OF CONTENTS 

PAGE 

Spot's Kittens Josephine Jarvis 293 

Alice and Her Kitten Jane L. Hoxie. 297 

What Was in the Nest? Boston Kindergarten Stories 302 

The White Dove Harriet Warren 306 

The Jay and the Dove. . L. Alma-Tadema 309 

Bobbie and the Apples Kate Whiting Patch 312 

AHce and Her Mother Old Tale. 317 

Little Boy Blue Mother Goose 321 

Little Bo-Peep Mother Goose 323 

Baa, Baa, Black Sheep Mother Goose 324 

The Pig's Dinner Maud Lindsay 325 

Piggy Wig's House Folk Tale 328 

The Little Pig Folk Tale 331 

Little Rabbit L.E. Orth 335 

Jack Rabbit's Visit Mary Dendy 337 

Bobbie Squirrel's Tail Carolyn S. Bailey .' 340 

Ned Visits Grandmother Marion Wathen 342 

Little Owl Anne Schiltze 348 

What Brown Pussy Saw Kate L. Brown 352 

The Brook Laura E. Richards 354 

The Windmill Kathlyn Libbey 356 

Who Likes North Wind? Folk Tale 359 

How Patty Gave Thanks Emilie Poulsson 362 

The Little Christmas Tree Mary McDowell 366 

Our Flag E. L. McCord 369 

The Easter Rabbit Anne Schiltze 371 

In the Barnyard Frances Weld Danielson 374 

Alice and the Bird Emily Rose Burt 377 

Dark Pony Folk Tale. 380 

Summary of Part Four 383 

General Summary of Phonetics 384 



INTEODUCTION 

In order to teach reading effectively, some systematic plan or 
method must be followed which will give beginners the ability to 
interpret the thought of the printed page, and at the same time 
equip them with independent control of the mechanical problems 
involved. Such a method, definite and detailed, is presented by the 
Manuals accompanying the Elson-Eunkel Primer and the Elson 
Headers, Books One and Two. 

The Elson-Eunkel Method 

The Elson-Eunkel Method is based on the belief that interesting 
content is the most important factor in learning to read; that the 
keynote of interest is the story -plot ; and that the child's delight in 
the oral story should be utilized in the very first steps of reading. 
In consequence, this method provides the child with stories of such 
nature as will grip his interest and constantly develop his power 
for connected thinking, by means of incident and plot-structure. 
Through the use of this vital content the method develops the 
various phonetic elements of our language, one by one, as they 
are encountered in the story. A content of simple but vivid stories, 
expressed in a typical child vocabulary, will inevitably contain these 
phonetic elements, and will bring them to the child in the course 
of his reading nee^5 quite as rapidly as he is capable of mastering 
them. Moreover, the type words selected from such material for 
drill purposes will come to him in interesting associations — as 
integral parts of real stories. Contrast the type words found "in 
many primers, doled out to the child in stiff, unnatural sentences, 
built up merely to develop certain word sounds. In the nature of 
things, reading material constructed on this artificial basis is cer^ 
tain to lack continuity of thought. Indeed, pages of such primers 

151 



152 MANUAL FOR 

may be read almost as effectively by begimiing with the last sen- 
tence and reading up to the top of the page as by reading in the 
usual way from top to bottom. 

Prepared by the Elson-Eunkel Method, the child is eager to 
master the mechanical difficulties in order that he may read more 
of the delightful stories provided for him. The important words 
in the story, rich in meaning to him, he quickly learns to recognize 
at sight in print or script sentences — a different process from 
memorizing isolated words merely to drill on some phonetic 
element. Soon a working vocabulary of printed words is at the 
child's command, acquired not by painful drill on meaningless 
forms, but through interesting associations. Thus he is able to 
read the story he knows and loves. From this point forward, 
awakened interest and purposeful motive carry him over the 
formula — from the told story to the reading of the same story in 
simplified form — with a joy and a growing sense of power to get 
meaning from the printed page, unknown in a method that subor- 
dinates content to memory drill. Throughout, he is eager to master 
sentences, phrases, and words because they come to him as new 
forms of a content in which he already has abundant interest. This 
motive compels him to acquire control of all the problems involved 
in reading. An important feature of this method is that it econo- 
mizes effort, not only by utilizing the spontaneous power of interest, 
but also by developing phonetic elements, as one hy one, they arise 
naturally in the child's reading. In this way the motive for master- 
ing difficulties is constantly present, and knowledge acquired is 
immediately applied, without the painful drill necessary in less 
vital methods. 



A Distinguishing Feature 

The distinguishing feature of the Elson-Runkel Method is that 
by it the child is made thoroughly familiar with the plot of each 
story, before he attempts to read the text. To accomplish this end, 



ELSON-EUNKEL PRIMER 153 

the teacher tells the fuller story (printed in Parts Three and Four 
of the Manual), of which the text version is merely a simplified 
form. This "background of familiarity" provided by the oral story 
is the most important contribution of the Elson method to the 
pedagogy of reading. Such a point of departure possesses five dis- 
tinct advantages: 

(1) It enables the child to follow intelligently the thread of 
the narrative, when he comes to the reading of the Primer text. 
Without some foreknowledge of the plot action, the beginner is so 
engrossed in the effort to interpret individual words that he is 
unable to see clearly the movement of the story. 

(2) It develops the power of connected thinking — the ability to 
grasp the relationship which each sentence bears to the story- 
incident. 

(3) It makes the child thoroughly familiar with the sound and 
meaning of the words he will later find in reading the text. With 
this feature in mind, the authors have carefully adapted the oral 
stories in such a way as to use over and over again the Primer 
vocabulary. If the child has previously known (orally) a certain 
word used in the text, his memory of it is thus immediately 
refreshed; on the other hand, if he has never previously heard the 
word, he is now made familiar with it, as an integral part of an 
interesting incident. 

(4) It enables the child to see the relationship of each printed 
word to the sentence-thought, instead of looking upon the word 
merely as an isolated symbol. This complete mastery of the word 
is insured by the fact that the sentence-thought has already been 
unfolded to him orally in substantially the same form. 

(5) It enriches and illuminates the Primer narrative for the 
child, by adding a setting and interesting details which cannot be 
given in the text because of vocabulary limitations. 



154 . MANUAL FOR ■ 

Pre-Primer Work 

The customary preparation for the reading of the Primer selec- 
tions, before the text is placed in the hands of the child, is fully 
treated in the Manual, under the heading "PEE-PEIMER WORK." 
This preliminary training, however, differs from the mechanical 
drill so prevalept, in that it is based on a group of stories, and the 
interesting "background of oral familiarity" with which they are 
associated. These stories, which are to be told by the teacher, are 
printed in PART THREE of the Manual. They are not the same 
as the Primer narratives, but are similar to them in theme, and 
contain the most important words of the early text material. Thus, 
through the use of the oral story, these fundamental words are 
thoroughly developed for the child, before he attempt* to read the 
Primer text. 

A unique feature of distinct value provides these stories in sim- 
plified form as reading material during the Pre-Primer stage. By 
means of a Pupil's Hand Chart, or child's first book, these stories 
are presented to the pupil in a thirty-two page booklet, fully illus- 
trated in colors ; they are also provided in a Wall Chart of the usual 
type. This Pupil's Hand Chart, which appeals to the pupil as a 
"baby brother" of the Primer, adds greatly to the child's interest by 
giving him a book early; it offers opportunity, with a small, inex- 
pensive booklet, to train him in the handling of a book; in 
type, page-size, and color-scheme it is identical with the Primer, 
for which it prepares; and the material, which is the same as that 
of the Wall Chart, lends itself to socialized work. Finally, small 
groups of beginners can be equipped at a saving over the Wall 
Chart, owing to the low price of the Pupil's Hand Chart. 

In the Pre-Primer work, as well as in the Primer text, the 
stress is laid on complete mastery of the word through its relation- 
ship to the sentence-thought. In this connection, it will be noticed 
that the basis of the preliminary work is interest through oral 



ELSON-EUNKEL PRIMER 155 

familiarity. Thus, the Elson-Eunkel Method presents, from first 
to last, a definite and harmonious mode of procedure. 

The Pre-Primer work, as outlined in the Manual, covers a period 
of seven weeks, but varying school conditions may make it desirable 
for the teacher to modify either the time devoted to this work, or 
the number of words developed. Teachers who prefer to postpone 
the introduction of phonetics until the Primer text is begun can 
readily do so, since all the words developed in the Pre-Primer work 
appear in the early pages of the Primer. 

Preparatory Development of Each Primer Story 

When the Primer is placed in the hands of the child, further 
preparatory work in word-control is given in connection with each 
story, before the reading of the text is attempted. In this treat- 
ment, the words which were not taught in the Pre-Primer work 
are thoroughly developed from sentences. It will be remembered 
that the teacher has already told the fuller version of the story, 
thereby making these words orally familiar to the child. The 
transition, therefore, from oral to visual interpretation is made 
natural and simple. 

Provision for Silent Eeading 

Special attention is given in the Elson-Eunkel Method to the 
development of skill in Silent Eeading. The following provisions 
insure a constant growth in comprehension and speed through prac- 
tice in Silent Eeading: 

(1) Silent Eeading lessons are distributed at intervals through- 
out the Pupil's Hand Chart and the Wall Chart. (See pages 200, 
209, 252 of this Manual, and pages 5, 8, 23 in Chart.) 

(2) Twenty seat work lessons (see cards of New Set YII-A) 
are provided, of such a nature as to bring into action the pupil's 
play instinct. The Manual suggests the appropriate places for 



156 MANUAL FOR 

the use of these cards and offers detailed plan of operation. (See 
Manual, pages 171, 218, etc.) Similar set of cards, New Set 
VII-B, is provided for Book I, thus affording continuous practice 
in Silent Eeading throughout the year. 

(3) A large number of games (see page 175) are suggested, 
many of which afford practice in Silent Eeading. 

(4) The Manual from time to time offers suggestions for 
additional Silent Eeading practice. (See pages 250, 308, etc.) 

(5) Further supplementary practice in Seat Work Silent Eead- 
ing is furnished by the cards of New Set VI. (See page 171.) 

Word-Control Through Phonetics 

The manner in which the Elson-Eunkel Method enables the child 
to read the interesting content of the Primer has already been 
made clear. The ability to read a given book, however, is not an 
end in itself, but merely a foundation for the larger power of con- 
trolling new words as they are encountered in more general reading, 
where the "background of familiarity" is wanting. This larger 
power, it is universally recognized, comes most easily through mas- 
tery of the various phonetic elements of our language. The value 
of this training lies in the fact that it enables the child to control 
not only the particular type word chosen to illustrate a given 
phonetic element, but also all words of the same family wherever 
found in later reading. A detailed plan for establishing such 
mastery is carefully marked out by the Elson-Eunkel Method. This 
plan, however, differs from that of prevailing mechanical methods, 
in that the phonetic elements are taken up as, one by one, they 
appear in the printed story. Thus the child^s immediate reading 
needs, and not arbitrary, adult opinions, determine the order in 
which these elements are treated, and furnish the motive for their 
mastery. 



ELSON-RUNKEL PRIMER I57 

Divisions of the Manual 

For the sake of convenience, the Elson-Eunkel Method is treated 
in the Manual under the following heads : 

Part One — Practical Suggestions (page 159). 

Part Two — Games for Drill (page 175). 

Part Three — Pre-Primer Work (page 181:). 

Part Four — Primer Work (page 38-1). 

Part One discusses certain fundamental points in the teaching 
of reading which should be given special attention. 

Part Two consists of a series of games (for the most part in con- 
nection with card devices) for drill in silent reading and in sen- 
tence, phrase, and word mastery. 

Part Three provides lessons preparatory to the use of the Primer 
text. It thoroughly develops from parallel oral stories and verse 
(see pages 186 and 225 for examples) some seventy -three of the 
most important words found in the early Primer pages, as well 
as the sounds of certain phonetic elements. Systematic drill upon 
these fundamental words and sounds is provided through black- 
board work, card sets, charts, and games. 

Part Four outlines the work in connection with the Primer text. 
It contains the fuller oral stories upon which the Primer versions 
are based, and a complete development of these selections, as well 
as the phonetic elements taught through them. 



PART ONE 

PRACTICAL SUGGESTIONS 

Factors in Beading Ability 
Good reading ability is made up of a number of factors, and 
the teacher should have a clear perspective of the relative values 
of these factors, as a daily guide in her class work. Obviously, the 
power to control words comes first. The teacher, however, should 
remember that word-mastery is merely a means to an end — the 
interpretation of the thought of the printed page. For reading is 
vastly more than mere word-getting. It is not sufficient that the 
child can recognize a given word at sight and call it correctly. He 
must also associate it with its appropriate meaning — it must sug- 
gest to him its full content. Finally, reading includes the ability 
to interpret thoughts in their organized relation to the story, that 
is, the power of following the plot. 

Since thought-interpretation is the ultimate goal of all reading 
lessonSj the teacher should constantly test her pupils to mahe sure 
that they have a thorough appreciation of the story-unit. 

Aids to Compeehension 
Recent studies in silent reading give new emphasis to the fact 
that comprehension of thought is the primary aim in all reading. 
This fundamental truth has guided the authors in the preparation 
of the Elson-Eunkel Method. Distinct provision is made for the 
following essential aids to comprehension: 

I. Vital Story Content. Interesting stories constitute the most 
important factor in learning to read. Dr. Edwin B. Huey says, 
"The child loves a story, loves to get somewhither in what is said, 
wants an outcome to the discussion." Obviously the story-plot is 

159 



160 MANUAL FOR 

the keynote of interest. The Elson-Rnnkel Primer makes constant 
use of the child's curiosity in "what is going to happen next"; it 
is rich in stories having a plot, a series of incidents, and an out- 
come. A book that ignores the child's interest — ^his only motive for 
learning — by failing to provide him with vital story content is 
extremely wasteful of energy. For interest is the most powerful, 
impelling force; when it is lacking, its place must be taken by 
external force. Thus, vital story content that appeals strongly to 
the child's interest in plot-action is a powerful aid to the develop- 
ment of thought. 

II. The Told Story. The child's delight in the oral story should 
be made use of in the very first steps of reading. Thus the school, 
beginning its work where the home leaves off and utilizing the 
capacities which the child brings with him, iuilds upon his previous 
experience. The use of the told story is the natural point of depar- 
ture in teaching the child to read, for he has acquired in the home 
the power to translate spoken words into meaning and to visualize 
situations described by them. The five distinct advantages gained 
by the use of the oral story, with its "background of familiarity," 
are noted on page 153. 

III. Page Unity. Not only does the Elson-Eunkel Method make 
use of the oral story as an aid to comprehension, but the story- 
element has been unfolded in such a way as to make each page of 
the Pupil's Hand Chart and the Primer a distinct unit. The 
Primer lessons presuppose that the teacher has first told the chil- 
dren the fuller stories, as given in Parts Three and Four of this 
Manual. The oral story should be told to the children until a 
"background of familiarity" for the story-plot is well established. 
In this oral presentation, the teacher should make each incident 
stand out clearly, having the pupils track the story with her by 
means of the pictures in the Pupil's Hand Chart and the Primer. 
A good plan for testing the children's mastery of the plot is to ask 
them to give back the incidents of the story in proper order, Chil- 



ELSON-RUNKEL PRIMER 161 

dren will be aided in this work by the fact that each important 
step in the story is accurately visualized in an illustration, each 
page of the text dealing with a distinct incident. The page unit 
forms a convenient basis for the retelling of a part of the narrative 
by individual pupils. 

IV. The Illustrations. The illustrations in the Pupil's Hand 
Chart and the Primer are an important aid to comprehension. They 
are not mere decorations, but are so drawn as to present in visual 
form each step of the narrative. They give, as it were, a complete 
panorama of the story, unfolding the action pictorially as the text 
unfolds it through the printed word. So intimate is the connection 
between text and illustration that pupils may well be encouraged to 
study the pictures systematically before they begin to read. The 
teacher will share with the children the enjoyment that comes from 
this study, directing their attention to points in the pictures that 
make the story-action vivid. In this way the illustrations will 
serve their full purpose, enriching the text and aiding the children 
to gain the complete content of the story. 

V. Dramatization. A further aid to comprehension is found in 
acting or playing the story. Practically all the stories of the Pupil's 
Hand Chart and the Primer lend themselves to dramatic treatment, 
thus providing an excellent type of project work. Dramatizing a 
story makes it real to the child and makes his impressions vivid. 
In this way the several incidents are made to stand out distinctly, 
and the child is enabled to reproduce them in their proper order. 
For, when the child becomes an actor in a drama he must hold in 
mind the run of events and do "team work" with others. The 
teacher should remember that entertainment and show are not the 
aims, but an accurate interpretation of the story — a better seeing 
and a keener appreciation. Some of the stories may well be drama- 
tized several times, for this will call into action all the different 
children, offer opportunity for individual initiative, and strengthen 
the feeling of unity for the story-whole. If pupils are given a large 



162 MANUAL FOR 

part in planning and arranging the dramatic presentation, the 
value of the exercise will be the greater. 

Eye Movement and Phrasing Ability 

In reading, the eye moves along the line by leaps or jumps, mak- 
ing pauses by the way. Dr. Huey has pointed out that slow readers 
read a word at a time, while rapid readers visualize complete 
phrases, making only a few pauses per line. By scientific tests 
Dr. Gray has shown that the average number of eye pauses for eight 
elementary-school pupils rated as good readers was 6.1 per line, 
while that of nine pupils of like grades rated as poor readers was 
10.8. Thus, the ability to take in longer groups of words — phrasing 
ability — is an important factor in reading efficiency. In oral read- 
ing the distance that the eye travels in advance of the voice is called 
the eye-voice span. Investigations show that good readers have a 
longer eye-voice span than poor readers. In the early grades, where 
oral reading predominates, the eye-voice span should steadily 
increase and the number of eye-pauses should decrease. 

A simple experiment for showing the eye movement may be made 
by standing behind the reader and holding a hand-mirror in front 
of the reader's eyes in such position as will show the eye movement. 
Indeed, by this experiment one can roughly determine the number 
of pauses the eye makes per line. Since the eye span affects rate 
in reading, practice should be given to increase the eye span. 
Excessive drill on isolated words, so common in phonetic systems 
of beginning reading, tends to establish the habit of a short eye 
span, whereas drill on phrases and groups of words tends to develop 
the habit of a long eye span, so essential to speed and com- 
prehension. 

The Elson-Eunkel Method makes definite provision for estab- 
lishing the habit of phrasing. Through the use of flash cards (New 
Set IV) phrasing practice is given on word-groups of varying 
length, as they appear in the reading lessons from day to day. This 



ELSON-RUNKEL PRIMER 163 

drill is supplemented by the use of phrase cards (New Set VI) for 
seat work, with which the pupil synthetically builds up his reading 
lesson, comparing it with the printed text. This practice is further 
supplemented by the use of drill cards (New Sets VII- A and B) 
for silent reading and crayoning. These cards provide tests for 
comprehension and at the same time supply seat work of an educa- 
tive kind. These drills, supported by the free use of the blackboard 
and the Wall Chart, tend to decrease the number of eye-pauses, to 
increase the reading rate, and thus to aid in thought-getting. 

Sentence, Phrase, Word, and Phonetic Development 
A complete system of phonetics is worked out in the Elson-Eunkel 
Method, based on the vocabularies of the Primer and the Elson 
Readers, Books One and Two. The fundamental phonetic elements 
are thoroughly developed. The Primer Manual treats the various 
sound elements which enable the child to master the important 
phonetic words found in the text. (See Parts Three and Four 
of this Manual.) 

Systematic drill should be given on the sentences, phrases, and 
words listed for that purpose. Advantage should be taken of the 
phonetic cards and games to make this part of the work enjoyable 
to the children. The plan provides for two lessons in reading and 
one separate exercise in phonetics each day. In the Elson-Eunkel 
Method all phonetics are developed from hnown words. Opinions 
differ as to when phonetics may be profitably introduced and as to 
the amount of time that should be devoted to them, but there is 
common agreement that the phonetics taught should have immediate 
hearing on the reading in hand, and that this training may best 
be given in a separate lesson. (See The Twentieth Yearhoofc of the 
National Society for the Study of Education, page 12.) 

Eeading from the Book 
The teacher should make sure that the pupil has the thought 
of a sentence before he attempts to read it aloud. Time should 



164 MANUAL FOR 

first be allowed for silent interpretation. This, in connection with 
the "background of familiarity" previously supplied by the told 
story, will enable the pupil to read aloud with understanding. 

It is well not to allow children to point to the words as they 
read, for such a habit tends to weaken the feeling for phrase-unity. 
When they have acquired some power, they should read more than 
one sentence at a time — a group of sentences, a page, even an 
entire story. In this way they learn to tell "what it's all about." 

The teacher should not fail to show children by example how 
to read difficult sentences. Indeed, from time to time, she should 
read entire pages for them. This presentation of a "model" by the 
teacher should not, however, precede the effort of the pupils to 
express the same passage. 



The Personal Touch 

In the use of oral stories, it is desirable to establish a vital 
connection between the pupils and the selection, for it is the per- 
sonal touch of interest that counts with children. Recognizing this 
fact, the authors have chosen for the Elson-Runkel Primer, stories 
that largely center around characters and incidents that are 
significant to the normal child through his own experience. The 
teacher will utilize this basis of personal knowledge by reviving the 
experiences of the children. This gives a sense of reality to the 
stoTj and enables pupils to realize in imagination the events they 
read about. 

Children's Limited Experience 

It goes without saying, however, that no body of material can 
be chosen that is wholly based upon experiences common to all 
children. When the teacher finds a story, or an incident in a 
story, that deals with experiences foreign to some of the children, 



ELSON-RUNKEL PRIMER 165 

it must be made meaningful to them. There are many ways of 
giving such a passage significance and, therefore, vividness. The 
teacher recounts experiences of her own that are similar to those 
described in the story. She has seen what the characters in the 
narrative saw, or something quite like it; so she tells about it. She 
may directly, by means of objects, or indirectly, by means of 
pictures, supply the necessary concrete experience. Whatever 
method she employs, it is important that she should avoid the com- 
mon mistake of assuming that the printed name of an object calls 
up to the children its appropriate mental picture, when in fact 
the word has no significance whatever. A safe maxim for the 
teacher, here, is "Be sure that the pupils have mental images 
corresponding to the words they read." City children are par- 
ticularly limited in their sense training of objects in Nature, and 
the teacher is in danger of taking it for granted that such children 
have had experience which in reality is totally lacking. 

Suggestions for Supplementary Work 

In Parts Three and Four of this Manual, supplementary stories, 
verses, songs, games, projects, occupational work, etc., are sug- 
gested for use in connection with individual stories or story-groups. 
For convenience, these suggestions have been placed immediately 
following the Manual treatment of the basic story which they are 
intended to supplement. This additional material gives variety 
and enrichment to the work and offers enlarged exercise-ground for 
establishing the child in the mechanics of reading. At the same 
time it increases interest through new treatment of a theme that 
is already familiar. 

Before taking up a new story, the teacher should consult the 
Manual treatment of both the basic and the supplementary stories. 
She will then be in a position to make her program in the light of 
all the data offered, drawing upon the supplementary material in 
the most advantageous way. It is not expected that the teacher 



156 Manual for 

will find time to use all the supplementary material suggested, but 
rather that selection may be made according to her needs and 
available time. 

Games for Drill 

Part Two of this Manual consists of games, suggested as a means 
of practice in silent reading and of making interesting the neces- 
sary drill upon the mechanics of reading. In Parts Three and 
Four reference is made by number to games in this list that are 
suited to the particular kind of drill required. These suggestions, 
however, are merely tentative. The teacher should feel free to 
draw upon any game in Part Two, whenever it seems suited to 
her needs. 

Supplementary Equipment for Primer 

The Elson-Eunkel Method is provided with a series of carefully 
prepared charts and sets of cards that add interest to the work and 
afford abundant opportunity for practice work in silent reading, 
and in mastery of sentences, phrases, words, and phonetics. This 
supplementary equipment consists of the following units : 



PRICE 

New Set I — Outline Pictures (9 cards, 18 pictures) $0. 35 

New Set II — Letter and Phonogram Cards (69 cards — print and 

script) 75 

New Set III— Word Cards (295 words, 75 print and script) 3.50 

New Set IV — Phrase Cards (phrases and group words) 2.00 

New Set V — Seat Work Letter Cards (word builders), per doz. . . .60 
New Set VI— Seat Work Sentence, Phrase, and Word Cards (12) .25 
New Set VII-A— Seat Work— Silent Reading and Crayoning (10) .25 
Pupil's Hand Chart — Pre-Primer Booklet (32 pages, illustrated 

in colors) 12 

New Wall Chart— 38 pp., illustrated 5.00 

Phonetic Chart, A — (30 strips). For use with Book One also 2.00 

New Teachers' Edition (Primer)— Complete, detailed manual ... 1.00 



ELSON-RUNKEL PRIMER 



16' 



A detailed description of each unit in this list, together with sug- 
gestions for its use, follows: 



NEW SET I 

This set consists of 18 large picture cards similar 
to the small reproduction here given. The cards 
furnish valuable drill in associating the visible object 
with its word sj^mbol. Various games (see page 175) 
are based upon the use of these cards. They also 
provide excellent models for free-hand cutting. The 
following list shows the subjects in the order of their 
use: 

1. mother 7. 

2. hen 8. 

3. father ~ 9. 

4. dove 10. 

5. boy 11. 

6. cow 12. 




girl 


13. 


bird 


rabbit 


i4. 


barn 


tree 


15. 


cat 


sheep 


16. 


nest 


house 


17. 


dog 


eggs 


18. 


mouse 



NEW SET 11 

This set contains cards showing all the phonetic elements treated in the 
Manual, as well as such letters of the alphabet as are not treated. Large 
print is on one side and script on the reverse. The cards are similar to 
the small reproduction here shown. The following list shows the complete 
contents of the set in the order of their use : 



1. 


m 


13. 


sh 


25. 


ee 


37. 


ame 


49. 


ell 


61. 


et 


2. 


b 


14. 


e 


26. 


tr 


38. 


y 


50. 


ed 


62. 


ut 


3. 


s 


15. 


g 


27. 


eep 


39. 


fl 


51. 


ate 


63. 


a 


4. 


1 


16, 


o 


28. 


si 


40. 


ood 


52. 


ould 


64. 


i 


5. 


c 


17. 


r 


29. 


ove 


41. 


ack 


53. 


ight 


65. 


q 


6. 


d 


18. 


an 


30. 


.1 


42. 


cr 


54. 


ook 


66. 


u 


7. 


n 


19. 


t 


31. 


ing 


43. 


ound 


55. 


br 


67. 


V 


8. 


f 


20. 


oo 


32. 


ake 


44. 


ear 


56. 


ill 


68. 


X 


9. 


at 


21. 


ay 


33. 


orn 


45. 


th 


57. 


sn 


69. 


z 


10. 


w 


22. 


gl- 


34. 


P 


46. 


en 


58. 


kn 






11. 


h 


23. 


and 


35. 


ind 


47. 


ig 


59. 


out 






12. 


ow 


24. 


k 


36. 


ane 


48. 


it 


60. 


other 








cumjz. 



168 



MANUAL FOR 

NEW SET 111 




This set contains 295 cards, including all tlie 
292 Primer words, and the three words into, 
listed in the Manual as combined from in and 
to, peep from Bo-peep, and good from good- 
hye — in, to, Bo-peep, and good-hye being words 
already known earlier. The 73 words devel- 
oped in the Pre-Primer work appear in both 

script and print, and words appearing capitalized in the Pupil's Hand Chart 
are given with both capitals and small letters, as shown in the accom- 
panying reproduction. 

This set furnishes excellent material for drill on word-mastery, and for 
practice in building sentences and phrases; it also lends itself to many of 
the games listed on pages 175-183. The cards are assembled in a strong 
box, and are indexed in the order of their use. 



NEW SET IV 



looked in the nest 



This set contains 153 of 
the most important phrases 
and word groups that are 
developed in the Pre-Primer 
and early Primer lessons. 
The accompanying reproduction shows the appearance of the cards, and 
the following Index indicates the phrases included in the set: 



Alice said, 105 

are a good girl, 96 

are in the nest, 39 

are little, 37 

are not a good girl, 93 

are not good, 60 

are wet, 58 

are white, 38 

boy and girl, 69 

can go into the house, 64 

can not go, 76 



can not play, 61 

can play in the house, 65 

Can you guess, 131 

Come to dinner, 106 

Come to me, 129 

Come to the barn, 112 

could fly, 152 

Cows and sheep, 67 

day after day, 147 

Do not go away, 66 

do not like rain, 63 



ELSON-RUNKEL PRIMER 



169 



do not like you, 92 

do you like milk, 78 

flew away, 45 

flew from the nest, 142 

flew from tree to tree, 153 

Fly to me, 11 

for me, 134 

for you, 135 

gave it some milk, 137 

gave some milk, 86 

gave them milk for dinner, 117 

gave them some dinner, 104 

Give them some dinner, 103 

Go away, 59 

has four kittens, 119 

Hens and birds, 68 

in the rain, 62 

is a little dog, 132 

is a little nest, 36 

is black, 121 

is black and white, 118 

is in the tree, 17 

is like Spot, 123 

is not a dog, 133 

is not a good rain, 57 

is white, 120 

I will, 49 

I will not, 46 

likes her kitten, 136 

likes me, 26 

likes the bird, 22 

likes the bird house, 23 

like the cat, 25 

like the cow, 30 

like the dog, 27 

like the dove, 31 

like the garden, 97 

like the hen, 28 

like the sheep, 29 

'looked in the nest, 149 

may go, 88 



may play, 71 

one bird, 12 

one boy, 15 

One day, 124 

one girl, 16 

one tree, 54 

One, two, three, 24 

ran and ran, 90 

ran away, 89 

ran into it, 95 

ran to the cow, 83 

ran to the white cat, 87 

said the cat, 52 

said the cow, 47 

said the dog, 51 

said the dove, 53 

said the hen, 50 

said the sheep, 48 

sang and sang, 148 

sat in a barn, 73 

sat in the nest, 40 

sat in the tree, 41 

sat on the nest, 141 

sat there, 146 

saw a bird, 108 

saw a good garden, 94 

saw a little girl, 91 

saw a little mouse, 74 

saw a mouse, 114 

saw eggs in the nest, 144 

saw it, too, 109 

saw the cat, 110 

saw the kittens. 111 

saw the little bird, 8 

saw the little boy, 9 

saw the little girl, 10 

saw the rabbits, 99 

see a gray kitten, 122 

see a nest, 33 

see a tree, 32 

sees the bird house, 19 



170 



MANUAL FOR 



sees the boy, 18 

sees the little bird, 21 

sees the tree, 20 

See the basket, 130 

See them play, 102 

She said, 42 

The bird, 7 

the boy, 3 

The eat said, 79 

The cow said, 85 

the father, 2 

The father bird, 34 

The father said, 43 

the girl, 4 

the house, 6 

The little birds said, 44 

the mother, 1 

the mother bird, 35 

The mother said, 101 

The mouse said, 75 

the tree, 5 

the white rabbits, 100 

three eggs, 56 

three houses, 14 

to fiud a dinner, 77 



two birds, 55 

two trees, 13 

was a little nest, 138 

was in the nest, 143 

was wet, 125 

went into the house, 127 

went to sleep, 128 

went to the barn, 113 

went to the house, 115 

were blue, 145 

were in the nest, 151 

were in the tree, 140 

were pretty birds, 139 

were wet, 126 

We said, 116 

what they saw, 150 

will find a dinner, 107 

will fly to the tree, 70 

will give me milk, 81 

will give the milk, 82 

will go to the cow, 80 

will not wet you, 72 

will play in it, 98 

will you give me milk, 84 



ELSON-RUNKEL PRIMER 
NEW SET V 



171 



These seat work cards consist of 
all the letters of the alphabet, both 
capitals and small letters. The let- 
ters are to be cut apart and used 
for word-building. See accom- 
panying reproduction of cards. 



A 


C 


E 


G 


I 


L 


N 


P 


S 


UWla 


b 


d 


f 


h 


i 


k 


m 


n 


p 


7 


s 


u 


w 


y 
y 


A 


C 


E 


G 


1 


L 


N 


P 


s 


UW^a 


b 


d 


f 


h 


i 


k 


m 


n 


p 




s 


u 


w 


A 


c 


E 


G 


1 


L 


N 


P 


s 


ux 


a 


b 


e 


f 


h 


J 


kdn 


p 






ti 


w 


y 


A 


c 


E 


G 


J 


L 


N 


Q 


s 


ux 


a 


c 


e 


f 


h 


J 


km 





p 






u 


w 


y 


A 


c 


E 


H 


J 


L 





Q 


s 


ux 


a 


c 


e 


« 


h 


i 




m 





p 






u 


w 


y 


A 


c 


EH 


J MO 


Q 


s 


V 


Y 


a 


c 


e 


R 


i 


J 




m 





p 






V 


w 


y 


AD 


EH 


JMO 


Q 


T 


V 


Y 


a 


c 


e 


K 




J 




mo 


q 






V 


X 


z 


tiU 


FHK^O 


R 


T 


V 


Y 


a 


c 


e 


K 




J 




n 





q 


s 




V 


X 


z 


BD 


FHK^VIO 


RT 


V 


Yb 


d 


e 


K 




J 




n 


o 


q 


s 




V 


X 


z 


BDF 


1 


KMP 


R 


T 


V 


z 


b 


d 


e 


K 




k 


1 


n 





q 


s 




V 


X 


z 


H 


^ 


« 


1 


KN 


P 


RTWZ 


b 


d 


f 


h 


i 


k 


1 


n 





r 


s 


u 


V 


X 


^ 


\ti 


EG 


1 


KM 


P 


RT|^Z 


1 


I 


{ 


I 


I 


? 


? 


? 


? 


? 











NEW SET VI 



Seat work practice in building vari- 
ous stories that appear in the Pupil's 
Hand Chart and the Primer is provided 
by the cards of New Set VI. Each card, 
with the exception of 8, 9, 11, and 12, 
contains an exact reproduction of some 
Hand Chart or Primer story. Pupils 
first cut apart the complete sentences, 
then cut these sentences into their 
phrase or word-group divisions, and last 
(in certain cases) cut apart individual 
words. As a final step, the pupil re- 
builds, from the cut-apart strips, the 
various page units of the stories, using 
the Hand Chart as his model. This 
affords seat work exactly paralleling the 
Manual development of these stories. 
When the pupil has completed the les- 
son, he should place the small strips 
that have been cut, in an envelope, 
marked with the title of the story. The 
strips may then be used again for later 
review work, or for another glass the 





NEW SET \1 (7) 


p. 
p. 


SPOT'S KITTENS 


Spot 


is my cat | 


She 


is black and white | 


Come Spot come | 


I 1 like Spot 1 


Spot 


1 likes me | 


Spot 


1 has four kittens | 


One kitten | is white | 


One kitten | is black | 


I see a gray kitten | too | 


One kitten | is like Spot | 


It j is black and white | 


One day | it rained 


Spot 1 was wet | 


The. kittens j were wet | too | 


Spot said 1 Mew mew | 


We 1 are wet | We | are wet [ 


Spot 1 went into the house 


The kittens | went | too | 


They | went to sleep | 







following year. 



172 



MANUAL FOR 
NEW SET VII-A 




one bird the mother bird?_ 
Is the nest in the tree? 
Are three eggs 
Are the ( 



the nest?_ 
white? 



Is one bird the father bird? 



This set furnishes valuable seat work 
practice for developing both comprehen- 
sion and speed in Silent Reading. The 
questions and answers on each card are so 
phrased as to contain only words that have 
been developed previous to the time when 
the card is to be used. The plan of use 
is as follows: 

The pupil cuts apart the answers from 
the bottom of the card; he then reads each 
question silently and places the correct 
answer opposite it. Most of the questions 
require the pupil to judge what the correct 
answer is by a scrutiny of the picture, 
or by his familiarity with the plot of the 
story (which he has previously read in the 
Hand Chart or Primer), but occasional 
questions are in the nature of general im- 
telligence tests. 

At first the pupil should be allowed 
as much time as he wishes for answer- 
ing each card, but after he has become 
accustomed to this type of work the 

teacher will increase his speed in silent reading by introducing the time 
element. One good way is to play Game No. 18, page 178, which brings 
into action the competitive instinct. By recording the results of the game, 
the teacher can determine a standard time that average pupils should be 
allowed for the various cards. 

When each card has been read silently, and the questions answered, pupils 
should place the cut-apart answers in a properly labeled envelope, for use 
in later reviews or for subsequent classes. 

The card may then be used for additional seat work by having pupils 
crayon the outline pictures. Pupils may be allowed to color the pictures 
according to their individual art sense, or they may be directed to follow 
the color scheme as shown on the picture in the Hand Chart or Primer. 



The eRgs are white. | Three eggs are in the nest. 


One bird is in the tree. The nest is in the tree. 


One bird is the mother bii'd. 




One bird is the father bird. 





ELSON-RUNKEL PRIMER 

PUPIL'S HAND CHART 



173 



See discussion on page 154 of Manual. 

This chart is a thirty-two page booklet, fully illustrated in color, con- 
taining in simplified form the stories given the pupils during the Pre- 
Primer period, and providing an easy, early acquaintance with the printed 
page. These stories should supplement the blackboard work as indicated 
in the Manual and may be referred to later when the pupils are building 
sentences, phrases, and words with New Set V, New Set VI, or New 
Set VII- A. 



NEW WALL CHART 




This large loose-leaf chart contains the 
exact material given in the Pupil's Hand 
Chart, except that the pictures are in black 
only. The separate leaves of the Wall Chart 
are unbound, to enable the teacher to use only 
the pages needed for the particular lesson, to 
enable her to show more than one page at a 
time, and to enable her to use them in two 
or more units in different parts of the room 
for different groups of children doing more or 
less advanced work, for the reading lesson or 
to be referred to by them when building 
sentences, phrases, and words. For this pur- 
pose four hooks are furnished, to be inserted 
in the blackboard molding or other conven- 
ient place. 

The stories in the Wall Chart should supplement the blackboard work 
indicated in the Manual and also provide a convenient form for reviews. 



THE THREE RABBITS 

Three rabbits ran away. 

They ran and ran. 

The rabbits saw a gardea 

They ran into it. 

The rabbits saw a little girL 

They said, "We do not like yoa 

You are not a good girL" 

They ran away. 



PHONETIC CHART A 



This set contains on long cardboard strips the various word-family groups 
developed throughout the Manual. They may be placed on the blackboard 
ledge, or hung from the hooks provided with each set. 



174 



MANUAL roll 



The phonogram of a word-family group is shown first and is followed by 
the words of the group in the order in which they are developed. The 
teacher should be careful not to ask pupils to read words 
in the group that are formed with sound or blends not 
yet taught. 

For example: 

After the at phonogram has been taught, Card 1 of the 
Phonetic Chart A may be shown them. At that time 
pupils will know five sounds and be able to read the first 
five words; namely, mat, hat, sat, cat, fat. Soon the 
sound of h is developed and then they will be able to read 
the next word, hat, and so on until all consonants and 
blends have been developed. Do not ask pupils to say the 
word hat until the h sound has been developed. 

Cards 65-69 of this set group the various consonants 
and blends developed, and offer valuable practice in the 
formation of words. Pupils may be given cards from 
New Set II and asked to see how many words they can 
build by placing these cards from New Set II in contact 
with strips 65-69 of the Phonetic Chart. 




TEACHERS' EDITION OF PRIMER 



'The complete Manual, bound with the Primer text, furnishes detailed sug- 
gestions for tie teaching of reading through the Elson-Runkel Method. 



PART TWO 

^AMES FOR DRILL 

Game 1. Have list of phrases or words on the board. Select 
two children, giving each a pointer. As a phrase or word is called, 
see which child can find it first. Then select two more children, 
and so on. Or cards from New Sets III or IV may be nsed, by 
placing them on the blackboard ledge. 

Game 2. Place picture cards from New Set I on blackboard 
ledge ; then place on another part of the ledge the word cards from 
New Set III that give the name of each picture. Call on one child 
at a time to place the proper word card from Set III with the 
picture from Set I. 

Game 3. Have phrases or words on board. Say a phrase or word 
and then call a pnpil to erase it. Continue until all are erased. 

Game If.. The man who built the house didn^t have time to 
build the chimney. We will build it for him. Every time a child 
climbs the ladder to the roof of the house (with a word), he carries 
a brick for the chimney. Every child who can carry up a brick, 
places it in the chimney. 

Game 5. Have words on board. A child thinks of one of these 
words; another child tries to guess it by saying, "Is it (dog)?" 
pointing to "dog." Continue until word is guessed. 

Game 6. Place two columns of words on blackboard — same 
words in different positions. At a signal two children pass to the 
board to see which can say column of words first. 

175 



176 MANUAL FOR 

Game 7. Teacher holds a package of word cards (New Set III) 
in her hand. She begins with John and shows him a word; if he 
can pronounce the word, he gets the card. If he does not recognize 
it, she passes to the next in order, Tom. Tom gets the card if he 
knows the word. Teacher goes up and down the class until her 
package of word cards is exhausted. John has ten cards — more 
than any other child, and so wins the game. 

Game 8. Hold a group of word cards (JSTew Set III) or phrase 
cards (New Set IV). Call out a word or phrase. Flash one after 
the other of. the cards, the children to clap hands when the given 
word or phrase is shown. 

Game 9. Hide phonetic cards (New Set II), word cards (New 
Set III), or phrase cards (New Set IV) about the room. Allow 
children to hunt for them, taking only the ones they know. Who 
has the most? 

Game 10. Picture of a swing tied to the branch of a tree is 
placed on the board. The words to be drilled are written parallel 
to the swing. Child naming the greatest number of words "swings 
the highest." 

Game 11. Teacher flashes a phonetic card (New Set II) or a 
word card (New Set III) before children and calls on a child to 
speak the sound or word. If he does not say it correctly, give him 
the card, tell him the sound or word, and later call on him to say it. 

Game 12. Draw a barn with yard surrounding it. Place animal 
names in barn and yard. How many children know all the 
animals ? 

Game 13. Take phrases from the lists given in Parts Three and 
Four. Children stand in a row in front of the board, looking a+ 



ELSON-RUNKEL PRIMER I77 

the first phrase. When a child is sure that he can repeat it from 
memory he turns his back to the board. Teacher waits until all 
have turned their backs. The child who turns first wins the game. 
Teacher requires all to repeat phrases. 

Game IJf. Draw birds and write a word under each bird. See 
how many birds fly away (are erased) when the words beneath 
them are called. 

Game 15. Teacher places a column of words on the board. John 
and Mary step to the board. Teacher points to a word. Which 
can pronounce the word first, John or Mary? Sometimes John 
recognizes it first; sometimes Mary; sometimes both recognize and 
pronounce the word at the same time. Children are the judges. 
They decide who wins the game, and choose the next two con- 
testants. 

Game 16. Children stand in semicircle. One child plays on 
the outside of the semicircle, standing directly behind No. 1. 
Teacher starts in front of ISTo. 1 on the inside of the semicircle, 
holding a package of word cards (New Set III) in her hand. She 
holds a word in front of No. 1 ; if he correctly calls the word before 
the child behind him calls it he gets the card. If, however, the 
child behind him is the first to name it, they exchange places. 
Teacher continues to the opposite end of the semicircle and if her 
cards are not exhausted begins with No. 1 again. The game is to 
hold one's place in the semicircle and get as many cards as possible. 

Game 17. Place phonogram cards (New Set II) on blackboard 
ledge. Give each child a consonant card and see how many words 
he can make by placing it before phonograms, skipping those that 
do not make words that he knows, as : 

b ay b and b ake 

c at c an b ag 



178 MANUAL FOR 

Game 18. Give each pupil a card from New Set VII-A. See 
who can first read silently all the questions and cut and properly 
place the answers. 

Game 19. Draw a large basket and write words on it. See how 
many can carry it by calling all the words. 

Game 20. Distribute word cards (New Set III), giving one word 
to each child. Call a phrase, as, "to the house/' or a sentence, as, 
"The mouse ran away." The children who have these words pass 
to the front of the room and stand in correct order to form the 
phrase or sentence. 

Game 21. Show a card from New Set Til or New Set IV. Have 
children open their books at a given story, and find the word or 
phrase in some sentence in the story. Have a child say the word 
or phrase and then read the sentence containing it. 

Game 22. Draw a garden and put words in for flowers. How 
many children can name all the flowers? 

Game 23. One child, who is "It," faces the class and says a 
word, as cat. The other children tell him words that rime with 
cat. The child who tells the most words wins the game and is 
"It" for the next game. 

Game 2Jf-. The teacher whispers different words to several chil- 
dren. The child who thinks of the most words to rime with his 
word wins the game. 

Game 25. Write any number of phonograms on the blackboard — 
one for each child. Suppose tw^elve children are playing. Each 
child chooses a phonogram card (New Set II) and takes his place at 
the blackboard where his phonogram is written. Each of the twelve 



ELSON-RUNKEL PRIMER I79 

children pronounce his phonogram. Teacher rings a bell as a 
signal. No. 1 changes places with No. 12. They repeat the 
phonograms acquired by the exchange. No. 2 and No. 11 now 
change places and pronounce the phonograms acquired. No. 3 and 
No. 10 change places. The process is repeated until all have 
changed places. At first teacher may ring bell as a signal. After 
one round has been played no signal will be needed. 

Game 26. Draw a fish pond. See who can catch the most fish 
by calling words which are written in the pond to represent fish. 

Oame 27. Write a column of words. Call on one child at a time 
to say a word; if he knows it, draw a stone for a wall. See how 
high a wall can be built. 

Game 28. Have a ^^spelling down" match, to see which child can 
stand the longest, using cards from '^qw Sets II or III. 

Game 29. If twenty children play, write nineteen words on the 
board. Place these words far enough apart so that each child can 
stand with his back to a word. Write the word high enough to be 
just over his head. The twenty children stand in a part of the 
room opposite the board which contains the words. When the 
teacher rings the bell each child tries to run to a word he recognizes, 
before any other child can reach it. If he succeeds, he stands at 
the board with his back to it. Since there are but nineteen words, 
one child (John) fails to get a place at the board. He did not 
recognize a word soon enough, or he did not move fast enough; 
for this reason, he's ^^It.'' But John has another chance, for now 
the nineteen children call the words in rotation. If John can 
pronounce Mary's word before she does, he takes her place and 
Mary is "It," and so the game continues. The result is a chang- 



180 MANUAL FOR 

ing and scrambling for a place at the board. After the nineteen 
children at the board have pronounced their words, the first half 
of the game is over. Teacher rings the bell, and all children, 
including "It," run around the room. Each child chooses another 
of the words on the board. (He must not choose the same 
word he did in the first half of the game or he's "out.") Some 
child is "It" again and the game is repeated. 

Game SO. Draw a tree with apples on it. Write words on the 
apples. See how many children can pick all the apples. 

Game 31. Children play this game at their desks. Primers in 
hands. Teacher indicates which portion of page all the hunting is 
to take place in. She then says, "Find 5tr6?.'' Each child as soon 
as he finds the word, places his index finger under it, and says, "1 
spy," and runs to the front of the room, keeping liis finger under 
the word. 

When all of the children playing have found the word and have 
run to the front of the room, the teacher places her hand on a 
child's shoulder as a signal that he is to repeat the word he has his 
finger on, and then skip back to his seat. Each child in turn is 
treated in the same way. When all of the children are back in 
their seats, the teacher asks for another word and the process is 
repeated. If John cannot find his word, teacher places the word on 
the board to assist him. This is not done until all of the other 
children have found the word and the teacher is sure John cannot. 

Game 82. Draw a picture of a kite. Who can fly the kite the 
highest? (Recognize the largest number of words written on the 
board.) 

Game S3. Draw a clover field, writing words with pink crayon 
for clovers. See how many the children can pick by naming words. 

Game SJi-. Draw a tree with nuts on the ground. Write words 
under nuts. See who can fill the biggest basket. 



ELSON-RUNKEL PRIMER 181 

Game. 35. The teacher sings a postman song. She is the post- 
man and the children are asleep, each with one hand outstretched 
as a mail box. The teacher drops post cards or letters (consonant 
cards, New Set II) into the different boxes. Pupils awake and read 
the letters or post cards to the class. Anyone who cannot read his 
own- keeps it until the next reading, other pupils having told him 
what it is. The winners are those who can read their mail. 

Game 36. .Eule the board to represent post-oflBce boxes. Assign 
each child a box. As letters are put in his box have him read them. 

Game 37. Sketch brook with stones in it. Place words on 
stones, and let children see who can cross the brook without "fall- 
ing into the water." 

♦ ^ 

Game 38. Draw a circle on the board to represent a merry-go- 
round. Place words around the outside to represent the horses, 
etc., and see how many children can go around the circle. 

Game 39. Draw a sled at the top of a hill, which is represented 
by words. See how many children can slide down without falling. 
(A word missed is a fall.) 



Gam,e IfO. Played the same as Game 35, except that the child 
gives the sound of the letter and a word that begins with that 
sound. The winners are those who can give the sound and a word. 



Game J^l. Draw a Christmas tree and place words on it, calling 
each word a present. See how many children can tell what are 
in the packages. 

Game J+2. Cut out stockings; write a word on each. Give each 
child a stocking and ask him what is in it. 



182 MANUAL FOR 

Game 43. Have paper flags with word written on each one. 
How many can tell all the words? 

Game JfJf-. Draw Easter eggs, writing a word below each one. 
Who can find the most? 



Game 45. Draw a railroad track and place stations along the 
ack cal 
stations. 



track calling each station a word. Choose a conductor to call the 



Game 46. Teacher writes words on board in groups of three, 
then touches, with pointer, three words in succession. Call on 
some child to pronounce the words, in order given. If he does so, 
let him point to three other words and call upon another child, 
who must proceed as he did. Vary this by using w«rd cards (New 
Set III) and turning them before asking pupils to pronounce. 

Game If! . Have paper stars with a word written on each one. 
A child who names all has a star to take home. 

Game 48. The teacher writes several words on the board {cat, 
cow, dog, see, an, etc.) The children one at a time say one of these 
words and a word that rimes with it. The winners are those who 
can give a word that rimes with the word chosen. 

Game 49. Draw a picture of a book with words written in it. 
Who can read every word in it? 

Game 50. Play we are jumping rope. Who can jump without 
a miss? (Eecognize words or phrases written on the board.) 

Game 51. Place words on steps of a fairy house. Climb to the 
house by pronouncing the words. 



ELSON-EUNKEL PRIMER 183 

Game 52. Place a list of words on the board. Have them pro- 
nounced, letting the girls pronounce the first word, the boys the 
second, etc. 

Game 53. Draw pictures of toy balloons on the board, placing 
a word or phonogram on each. Let children buy balloons by pro- 
nouncing the words or phonograms. 

Game 5J/-. Flash cards of words that show action (Few Set III) 
before the class and call upon one or more children to perform 
the act. 

Game 55. Give each pupil a card from New Set V. Have him 
cut letters and build words that are listed on the board. The first 
child to complete the list wins the game. 

Game 56. Give each child a card from New Set VI. Have the 
class, starting at the same time, cut and rebuild some specified 
page of Hand Chart or Primer. The first child to rebuild a page 
correctly, wins the game. 

Game 57. Place any strip from 65 to 69, Phonetic Chart A, on 
blackboard ledge. See which child can build the greatest number of 
words by placing letter or blend cards from New Set II before the 
various phonograms on the strip, and pronouncing each word thus 
formed. 



184 



MANUAL FOR 



CHART SHOWING WORD AND PHONETIC DEVELOPMENT 
IN THE PRE-PRIMER WORK 



Story 

(In Hand Chart 
or Wall Chart) 


Days 


Pages 

(Of Charts) 


Sight Words 


Phonetic 
Words 


Phonetics 


The Family 


1- 2 


1- 4 


mother father 
boy girl 




Rimes 


How the House 

Was Built 
(Silent Reading) 


3- 4 


5 


Find the 
tree house 




Rimes 


The Little Bird 


5- 6 


6- 7 


saw little 
bird in 
Fly to me 




m 
b 


Action Lesson 
(Siltent Reading) 


7 


8 


one two three 
away 




Plural with s 


The Bird House 


8- 9 


9-10 


is sees It 
likes 




s 
1 


One. Two, Three 


10-12 


11-12 


I cat dog hen 
sheep cow 
dove 




c (hard) 
d 


The Birds' Nest 

- 


13-16 


13-15 


a nest She 
eggs They 
are white 
said 
Good-bye flew 


sat 


n 

i 
at 


The Little Red 
Hen 


17-20 


16-21 


Moo will not 
Baa Cluck Mew 
Coo No 


Bow-wow 


w 

6w 

h 


Action Lesson 
(Silent Reading) 


21 


22 


Give Run 


we 


sh 


Silent Reading 
Lesson 


22 


23 


Can Yes you 




e 


The Good Rain 


23-26 


24-26 


lain wet play 
do and may 


go 


g (hard) 

o 

r 


The Cat and the 
Mouse 


27-30 


27-28 


barn mouse 
dinner milk 
gave some 


ran 


an 


The Three 
Rabbits 


31-34 


29-31 


rabbits garden 
them 




Review 


Review Word 
Diill 


35-40 


32 









PART THREE 

PBE-PEIMEB WORK 

The lesson plans throughout Parts Three and Four are developed under 
four* main steps, as follows: 
First Step — The Oral Story. 

The teacher tells the oral story, repeating it at each lesson if necessary. 

The pupils follow by means of the pictures in the Pupil's Hand Chart 

or in the Wall Chart (or later, in the Primer), which help them 

get the thought. They then tell the story-incidents in their order. 

Second Step — Dramatization. 

The children act out the events of the story, simply and naturally. 
Third Step — Sentence and Word Development: Phonetics. 

When the story-plot has been established, the teacher develops the 
"mechanics" of reading under the following topics: 

(a) Sentences. The sentence is the unit of thought, hence all words 
are developed from their use in sentences. Complete sentences are 
listed for drill, to present the individual words of a sentence grouped 
in a thought-unit. 

(b) Phrases. Words in groups are listed for drill, to establish word 
relationship and phrase-unity in reading. 

(c) Words. These are listed in two main groups, "Sight" and 
"Phonetic"; each of these groups is subdivided into "Review" and 
"New." Under "Phonetic" are included all words that the child can 
control by means of phonetic elements that have been previously 
taught. All other words of the lesson are listed as "Sight," to be 
taught as sight words. The first time a phonetic word appears, it is 
treated as a "sight word." When, later, a word of the same phonetic 
family occurs, it is developed from, or associated with, the common 
phonogram, drawn from the original word. For example, cat appears, 
and is taught as a sight word. Later, sat occurs, and is developed 
from at in cat. Other words, developed in this connection from the 
at phonogram, as mat, hat, fat, etc., are treated as review words 
when they are met later. 

(d) Phonetics. This includes phonograms, blends, and consonants. 

* In Part Three and at the beginning of Part Four the treatment is sub- 
divided into "Lessons." Two reading "Lessons" and one phonetic "Lesson" 
are provided for each day. 

185 



186 MANUAL FOR 

Fourth Step — Reading Lesson. 

The children read the Hand Chart, the Wall Chart, or Primer story, 
studying each sentence silently before they attempt to read it aloud. 

THE FAMILY 
(Days 1-2) 

First Step — The Oral Story. (To be memorized.) 

This is the mother good and dear, 

This is the father standing near, 

This is the boy who plays with the ball, 

This is the girl who comes at his call, 

This is the baby, the pet of all. 

See the whole family, large and small. 

— Froebel. 

Second Step — Dramatization. 

Dramatize the above finger play, using the thumb to represent 
the mother, the index linger the father, etc. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 

Lesson 1. Ask questions like the following : 

Whom did you leave at home this morning, John? 

Whom did you leave, Mary? 

Let us say our little story about them. (Eepeat finger play.) 

Whom do we name first in our story? (Mother.) 

I have a picture to show you. (Show Picture 1, 'New Set I*.) - 

Of whom is it a picture? (Mother.) 

Let us say the first part of our story about the mother. . (This is 

the mother.) 
I will write it for you. (Write or print "This is the mother.") 
What does it say? (This is the mother.) 

* References are to New Elson-Runkel Method Supplementary Equipment. 
See pages 166 ff. 



ELSON-RUNKEL PRIMER 187 

Hav(j several children say it. 

Which word is ^^mother" ? 

Write it several times, having different children say it. 

WOBDS 

Sight 
' (New) mother 

Phonetics 
See page 192. 
Fourth Step — Reading Lesson. (Pupil's Hand Chart,* or Wall Chart, 
page 1.) 



THE FAMILY 

This is the mother. 



In the first few stories, merely call attention to the title (as, 
THE FAMILY), calling it the ''name" of the story. In later 
stories, it will be possible to handle these titles as part of the 
reading lesson. 

Look at the picture. 

Whom do yon see in the picture? 

Say the first part of our story about the mother. (This is the 

mother.) 
Can you find that sentence on this page ? 
Eead it. 

Which word is "mother"? 
Teacher will have the sentence read several times. 

Lesson 2. Eepeat the finger play. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

* See page 154. If neither the Pupil's Hand Chart nor the Wall Chart is 
used, the teacher will need to write or print the sentences on the board. The 
exE,ct text of each page of the Pupil's Hand Chart is printed within a box 
throughout Part Three of the Manual. 



188 MANUAL FOR 



Sentences 



About whom did we talk this morning? (Mother.) 

Find her picture for me, John. 

What did we say about her? 

I will write that for you on the board. (Write or print "This 

is the mother.") 
Read it for me. 
Which word is "mother"? 
Who comes next in our rime? (Father.) 
Somewhere in the room is the father's picture. 
Find the father's picture. (Picture 3, New Set I.) 
What does our rime say about the father? 
I will write it for you. (Write "This is the father.") 
Eead it for me. 
Which word is "father"? 
What does this say? (Write "father.") 
All say it. 
Teacher will write "father" and "mother" many times, so the 

children will learn to distinguish the words. 

Words 

Sight 

(Eeview) mother 

(New) father 

Phonetics 
See page 192. 
Fourth Step — Reading Lesson. (Pupil's Hand Chart, or Wall Chart, 
page 2.) 



This is the mother. 
This is the father. 



ELSON-RUNKEL PRIMER 189 

Opec your books at the mother picture (or, look at the mother 

picture on the Wall Chart). 
Eead the sentence below the picture. 
Which word is ^^mother" ? 
Who comes next in our rime? 
Turn over one page (if pupils are using Hand Chart; if not, 

teacher shows page 2 of Wall Chart). 
Whose pictures do you see? 
Who can read the sentence below the picture? 
Which word is "mother"? 
Who can read the next sentence? 
Which word is "father" ? 
Teacher will have each pupil read one sentence. 

Lesson 3. 

Eepeat the finger play. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 

Eead this for me. (This is the mother.) 

Eead this. (This is the father.) 

Here is a picture of another member of the family. (Picture 5, 

New Set I.) Who is it? (Boy.) 
What does our rime say about the boy? 
I will write it for you. 
Eead it. Find the word "boy." 
"Boy" is our new word for today. 
I will write it on the board. (Write "boy" rather low on the 

board.) 
What does this say? (Boy.) 
Place picture underneath "boy." 
What word is this? (Write "mother.") 
Find the mother's picture and place below it. 



190 



MANUAL FOR 



Teacher will use same method for "father." 

Say the words as I point to them. 

Now we will take the pictures away. See if you can tell me the 

words as I point to them. 
Teacher will write them a number of times on board. Then use 

Game No. 1, page 175. 

Words 



Sight 

(Eeview) 
(New) 

Game No. 2, page 175. 



mother 
boy 



father 



Phonetics 

See page 192. 

Fourth Step — Reading Lesson. (Pupil's Hand Chart, or Wall Chart, 
page 3.) 



This 


is 


the 


mother. 


This 


is 


the father. | 


This 


is 


tlie 


boy. 



Open your books to the last lesson we read (if pupils are using 
Hand Chart or Wall Chart; if not, teacher should place 
on the board the sentences appearing within the above box). 

Read the sentences. 

Which word is "mother"? 

Which word is "father"? 

Look at the next page. 

Whom do you see in the picture? 

Who can read the sentences below the picture? 

Which word is "mother"? 

Which word is "father"? 

Which word is "boy"? 

Teacher will have each pupil read one or more sentences. 



ELSON-RUNKEL PRIMER 191 

Lesson 4. 

Eepeat iiuger play. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Guess whose picture we shall have today. 
Find the girl's picture. (Picture 7, New Set I.) Place it on 

blackboard ledge. - 
What does our rime say about the girl. 
Can you read this? (Write "This is the girl.^') 
Find the word "girl." 
Look at the girl's picture. 
I will write "girl" just above it. 
What is the word? (Girl.) 
Trace with finger in air the word "girl." 
Write "father," "mother," "boy," on the board. 
Find father's picture. Place it below the word. 
Teacher will do the same with the pictures of the others. 
Write the word several times. 

Words 
Sight 

(Eeview) mother father boy 
(New) girl 

Game No. 2, page 175. 

Phonetics 

See page 192. 
Fourth Step — Reading Lesson. (Pupil's Hand Chart, or Wall Chart, 
page 4. ) 



This 


is 


the mother. 


This 


is 


the father. 


This 


is 


the boy. 


This 


is 


the girl. 



192 MANUAL FOR 

Find the picture of the mother; the father; the boy; the girl. 

Who can read the first sentence? The second? The third? 
The last? 

Who can read all the sentences ? 

Phonetics * 
(Ear training through the rime.) 

Lesson 1. 

If possible have Mother Goose Eime pictures to show the children. 

Who can sa}^ "Humpty Dumpty"? Select some child to say it. 
Then all may say it together. Do you know how to play it? 
(Hands clasped together and raised above head to form the 
egg; at "had a great fall," let hands fall.) I will say part 
of it for you: 

"Humpty Dumpty sat on a wall." 

What word did I say last? Listen for a word that sounds like 
wall: 

"Humpty Dumpty had a great fall." 

Who knows the word that sounds like wall ? Let us say the rime 
together, listening to the sounds of wall and fall. 

In a similar manner, use these rimes : 

(a) Hey I diddle, diddle, (b) Little Jack Horner 

The cat and the fiddle. Sat in a corner. 



* One TDhonetic lesson is planned for each day. The material for this 
phonetic work is printed at the end of the Manual treatment for each story. 
The teacher will draw from this material whatever best suits her needs for 
each daily phonetic lesson. See "Word Control Through Phonetics," page 156, 
and "Practical Suggestions," page 159. 



ELSON-EUNKEL PRIMER 193 

Lesson 2. • ' . 

Eeview the rimes of Lesson 1 and continue with : 

(a) Bye, baby Bunting, (c) Little Bo-peep 
Father's gone a-hunting. Has lost her sheep. 

(b) Ding, dong bell, (d) Jack and Jill 
Pussy's in the well! Went up the hill. 

SUGGESTIONS FOR SUPPLEMENTARY WORK (tHE FAMILY)* 

I. Supplementar}^ Story. "The Fairy Who Came to Our House,'* 
Carolyn S. Bailey in For the Children's Hour, Milton 
Bradley Company. 

II. Conversation. The family, the members, their occupation, etc. 

III. Poems. (To be memorized.) 

Hundreds of stars in the pretty sky. 

Hundreds of shells on the shore together. 
Hundreds of birds that go singing by, 

Hundreds of bees in the sunny weather. 
Hundreds of dewdrops to greet the dawn, 

Hundreds of lambs in the purple clover, 
Hundreds of butterflies on the lawn — 

But only one mother the wide world over. 

— George Cooper. 

IV. Song. "Father's and Mother's Care/' by Patty S. Hill in 

Song -Stories for the Kindergarten, Clayton F. Summy 
Company. 

Y. Song Game. "This Is the Mother," by Eleanor Smith in 
Songs for Little Children, Part I, Milton Bradley Company. 

VI. Projects. 

Lesson 1. 

Have each pupil cut from a magazine a picture of a mother; 
mount these pictures and keep them to use for a booklet. 

» See page 165. 



194 MANUAL FOR 

Lesson 2. 

Have each pupil cut from a magazine a picture of a father; 
mount these pictures on the same size paper as was used for the 
picture of the mother. Place these pictures of the mother and the 
father on the desk. 
Lesson 3. 

Cut out picture of a boy, and proceed as in previous lessons. 
Lesson 4. 

Cut out picture of a girl, and proceed as in previous lessons. 
Tie these sheets together, putting a cover on them, to make a 
booklet. 



HOW THE HOUSE WAS BUILT 
(Days 3-4) 

First Step — The Oral Story. 

Once there was a dear family — a father, a mother, a big boy named Tom, 
a little girl called Polly, and a dear little baby. Can you guess what they 
wanted most of all? (Have children guess.) 

They lived in a home that was rented, and what they wanted most of all 
was a home all of their very own, with a sunny room for Father, Mother, 
and Baby, a big room for big Tom, a little room for little Polly, a room for 
cooking and eating, and a cozy little sitting room. 

One day when Mother was sewing, Tom was reading, and Polly and 
Baby were playing. Father came into the room and sat down. "Draw your 
chairs closer to me," he said. "I have something to tell you. What do we 
all want more than anything else in the world?" 

"A home!" said Mother and Tom. 

"A home!" said little Polly. 

"Well," said Father, "I think we shall have it, if each one will help. 
I am going away to the forest. All winter I must chop down the trees, 
and when spring comes I shall be paid in lumber. We can use the lumber 
in building the house." 

"What can I do to help?" asked Mother. 

"You will be very busy while I am away," said Father, "for you must 
fill my place as well as your own. You must go to market, and pay the 
bills, as well as cook, wash, and sew." 



ELSON-KUNKEL PRIMER 195 

"What can I do?" asked Tom. 

Father answered, "You may work in a carpenter shop where you can 
learn to saw, hammer, and plane, so you can help build the house. Now, 
who will take care of Baby?" 

"I will, I will!" cried Polly. 

"All right," said Father. "Let us go to work." 

After Father and Tom had stored away the wood for the fire, put up 
the stoves, and made everything ready for winter, Father bade them all 
good-bye and went away to the woods. There he worked every day all 
winter cutting down trees, and when spring came and the snow was melting, 
the river dashed along and took the logs with it down to the sawmill, 
where they were to be sawed into lumber. 

Then Father hurried home to his family. Polly saw him first and cried, 
"Oh, there is Father!" 

"We are so glad to see you," said Tom, 

"Has everyone been helping while I have been away?" asked Father. 

"Yes," said Mother. "Polly took care of the baby; Tom worked in the 
carpenter shop; I have gone to market, and sewed, cooked, and washed." 

"I must get this dear family into its home. Come, Tom, we must go 
to work," said Father; and he and Tom went to work. The home was 
built with a sunny room for Father, Mother, and Baby, a big room for big 
Tom, a little room for little Polly, a room for cooking and eating, and a 
cozy little sitting room. Then they all moved into the house, and how 
happy they were! 

— ^Matjd Lindsay in Mother Stories. 

Second Step — ^Dramatization. 

Chaeactees 
Mother Father Tom Polly Baby 

Scene 

Use children or Mocks for logs and lurnber. The new home may he made 
by drawing walls and partitions on the floor imth crayon. Mother is sew- 
ing. Tom is reading. Polly is playing with her doll. Baby is playing 
with a ball. Father comes into the house and sits down. 

Father: Draw your chairs closer to me. I have something fine to tell 
you. What do we all want more than anything else in the world ? 

Mother and Tom: A home! 

Polly: A home! 



196 MANUAL FOR 

Father: Well, I think we shall have it, if each one will help. I am 
going away to the forest. All winter I must chop down the trees, and in 
the spring I shall be paid in lumber, which will help in the building of the 
house. 

Mother: What can I do to help? 

Father: You will be very busy while I am away. You must go to 
market and pay the bills, as well as cook, wash, and sew. 
Tom: What can I do? 

Father: You may work in a carpenter shop where you can learn to saw, 
hammer, and plane, so you can help build the house. Now, who will take 
care of Baby? 

Polly: I will, I will! 

Father: All right. Let us go to work. 

(Father and Tom store away the ivood for the winter and 
put up the stoves.) 
Father: Everything is ready now for the winter, and I must go. Good- 
bye, all. 

Mother, Tom, Polly, and Baby: Good-bye, Father. 

(Tom goes to the carpenter shop. Mother goes to mar- 
ket, sews, cooks, and washes. Polly takes care of Bahy. 
Father goes to the woods, cuts doivn trees, takes them down 
the river to the mill. Then he hurries home.) 
Polly: Oh, there is Father! 
Tom: We are so glad to see you. 

Father: Has everyone been helping while I have been away? 
Mother: Yes. Polly took care of the baby; Tom has worked in the 
carpenter shop; I have gone to market, and sew^ed, cooked, and washed. 

Father: I must get this dear family into its home. Come, Tom, we 
will go to work. 

(Father and Tom huild the house, and then they all move 
into it.) 

Lesson 1. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Look at the pictures on the blackboard ledge. 
Find the father, John. (John hunts for the father's picture 
and finds it.) 



. ELSON-KUNKEL PRIMER 197 

What did I tell you to do? (Find the father.) 
I will write that long story on the board. (Write "Find the 
father.'^ 

Point to "father." 

Point to the new word. (Find.) 

What is the new word? (Find.) 

Say it again. 

Mary, yon may do this. (Write "Find the mother.) 

Teacher will write the following, asking different children to 

do what the sentences say: 
Find the boy. 
Find the girl. 
Have children point to words as called for, dwelling often on 

"Find" and "the" with nouns. 
Have children look at one sentence at a time. Erase it, and ask 

someone to tell what it said. 

Phrases 

the mother* the father* the boy* the girl* 
Game No. 1, page 1?5, with Cards 1-4, New Set lY. 

Words 

Sight 

(Eeview) mother father boy girl 

(New) Find 

Phonetics 
See page 201. 
Lesson 2. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 
•Phrases that appear on the cards of New Set IV are starred. 



198 Mi^UAL FOR 

Sentences 
Whom did we talk about in our story? 
Do this: 

Find the father. 

Find the mother. 

Find the boy. 

Find the girl. 
(These may be read silently. Then have the children do what 

the sentences say.) 
Where did the father go? 
What did he cut down? (Trees.) 
There is a picture of a tree somewhere in this room. (Picture 9, 

New Set I.) 
You may do this: Find the tree. 
What did I say to do? 
You may read this: (Find the tree.) 
Which word is ''tree"? 
Teacher will write the three words again, asking children to 

say them. 
Game N'o. 11, page 176, with Cards 1-5, New Set IV. 

Phrases 

the father* the mother* the boy * the girl* 

the tree* 

Words 
Sight 

(Review) Find 

(New) tree 

Phonetics 

See page 201. 

Lesson 3. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 



ELSON-RUNKEL PRIMER 199 

Sentences 
Find the tree, Mary. 
What did 1 tell you to do? 
I will write that sentence on the board. 
You may read it, John. 
Point to "tree." 
Teacher will write "tree" on the board and have someone draw 

a picture of the tree under it. 
What did Father do with the trees ? (Took them to the mill.) 
What was done with them there? (They were sawed into 

lumber.) 
What did Father and Tom do with the lumber? (Built a 

house.) 
Find the house. (Picture 11, New Set I.) 
Eead this sentence. (Find the house.) 
Find the word that says "house." 
Let us write the word. (Write ^Tiouse.") 
All say it. 

Pheases 
the tree* the house* 

WOEDS 

Sight 

(Eeview) Find tree 
(New) house 

Phonetics 

See page 201. 

Lesson 4. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 



100 



MANUAL FOR 
Phrases 



the mother* 
the father* 
the boy* 



the girl* 
the tree* 
the house* 



Game N"o. 1, page 175, with Cards 1-6, New Set IV. 

Words 

Sight 

(Eeview) mother boy tree Find 

father girl house 

Game N"o. 4, page 175, with Cards 1-7, New Set III. 

Phonetics 
See page 201. 
Fourth Step — Silent Reading Lesson (Pupil's Hand Chart or Wall Chart, 
page 5.) 



Find the 


father. 


Find the mother. | 


Find the 


boy. 


Find the 


girl. 


Find the 


tree. 


Find the 


house. 



Teacher will place around the room Pictures 1, 3, 5, 7, 9, 11, 
New Set I. Have the children read the sentences silently and 
perform the action ; as, Eead the first sentence silently. John, 
you may do what the sentence says. 



ELSON-RUNKEL PRIMER 201 

Phonetics (Rimes) 

(See page 192.) 
Lesson 1. 

Eeview the rimes of the preceding lessons, having the children 
tell the words that sound alike. If they cannot tell the words 
promptly, give one of the riming words and have them listen 
for the other. 

Example : Listen for words that sound alike in this rime : 
Jack be nimble, Jack be quick, 
Jack jump over the candle-stick! 

Who can tell the words ? If no one can do so, then ask : 
"What word sounds like quick f" 

Continue with the following rimes : 

(a) Little Boy Blue, come blow your horn. 
The sheep are in the meadow. 

The cows are in the corn. 

(b) Hickory, dickory, dock, 
The mouse ran up the clock. 

(c) To market, to market, to buy a fat pig. 
Home again, home again, jigetty-jig. 

Lesson 2. 

Review rimes, and give these new rimes : 

(a) See-saw, Margery Daw. (c) Bat, bat, 

(b) Three little kittens Come under my hat. 
Lost their mittens. 

SUGGESTIONS FOR SUPPLEMENTARY WORK (THE HOME) 

I. Supplementary Story. "The Logging Camp," by Emilie Pouls- 
son in In the Child's World, Milton Bradley Company. 

TI. Conversation. The Lumberman and the Carpenter. 

III. Poem. "An Old-Fashioned Ehyme," by Emilie Poulsson in 
In the Child's World, Milton Bradley Company. 

TV. Songs. 



202 



MANUAL FOR 



(1) "The Carpenter," by Eleanor Smith in Songs for Little 

Children, Part I, Milton Bradley Company. 

(2) "Carpenters," in The Lyric Music Primer, Scott, Fores- 
man and Company. 

Carpenters 

Fast 




i 



i 



^ 



i 



^ 



Ev - 'ry-things nols-y when car-pen4ers come; 
They are more fun than a trump-et or drum; 



* 



r 1' r M F ^- E^ 



Clang -i - ty, bang J Bang-i « ty> elangl 
Bump-i - ty, thump! Thump-i - ty, bumpl 



* 



-inff an 



Saw-ing and plan-lng and pound - ingo 
Hear how the hammers go bound « ing. 

V. Game. Hum the above tune and have children show occu- 

pations of lumberman and carpenter; as, chopping, ham- 
mering, sawing, etc. 

VI. Projects. 

(1) Make a room of a house — living room, dining room, bed- 
room, or kitchen. Use a flat surface ; make a window in the back ; 
cut the furniture and mount. 

(2) Make a room of a house by using three pieces of cardboard 
for the sides — leaving one side open — one piece for the floor; the 
roof may be added if desired. Make a rug for the floor ; decorate 
the walls ; make the furniture of cardboard. 

(3) If you have the tools, allow the pupils to make a doll house, 
and the furniture for it. Make the dishes of clav. 



ELSON-RUNKEL PRIMER 203 

V. Occupation. Seat Work Sentence, Phrase, and Word Cards, 
New Set YI. After page 5 of the Pupil's Hand Chart or Wall 
Chart has been read, give the pupils Card 1, New Set VI. Each 
pupil cuts off the pictures at the bottom of a card; he then reads 
each sentence and places opposite it the correct picture. 



THE LITTLE BIED 
(Days 5-6) 

First Step — The Oral Story. (The rime is to be memorized.) 

One day a little boy and a little girl went out into the yard. They 
saw a little bird up in a tree and this is what they said : 

"Little bird in the tree, 
In the tree, 
In the tree, 

Little bird in the tree. 
Fly to me." * 

The little bird sat in the tree, and did not fly down to the chil- 
dren. 

"Let us get some bread crumbs/' said the little boy. "Then the 
bird will fly down." 

So the little boy and the little girl brought bread crumbs and 
stood under the tree, calling again, 

"Little bird in the tree. 
In the tree. 
In the tree. 

Little bird in the tree. 
Fly to me." 

The little bird saw the bread crumbs. Guess what it did. 
Second Step — Dramatization. 

Dramatize the above story by having a chair or a desk represent 



204 MANUAL FOR 

the tree, a boy or girl in the tree, and a boy and girl below to say 
the rime and act the story. 

Lesson 1. 

Third Step — Sentence, Phrase^ and Word Development: Phonetics. 

Sentences 
What did the boy see ? (The boy saw the bird.) 
I will write that on the board. Eead it. 
Which word says "bird" ? 
Read it again. 

Find the picture of the bird. Card 13, New Set I. 
What did the girl see? (The girl saw the bird.) 
Read it from the board. 
Which word says "bird" ? 

Whom did the bird see ? (The bird saw the girl.) 
Read it from the board. 

Whom else did the bird see? (The bird saw the boy.) 
Read it from the board. 
Read the four sentences. 
Find the word "bird" in each sentence. 



the bird 
The bird* 





Phrases 


the girl* 


the boy* 


The girl 


The boy 




saw the bird 




saw the girl 




saw the boy 


^lay Game No. 3, page 


! 175. 




Words 


Sight 




(Review) 


boy 


(New) 


saw 




Phonetics 




See page ?07, 



girl 
bird 



ELSON-RUNKEL PRIMER 205 

Lesson 2. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Eeview the above lesson, inserting the word "little" before "bird." 
Illustration : The boy saw the little bird. 

Phrases 

saw the little bird* 

saw the little boy* 

saw the little girl* 

Game Ko. 8, page 176, with Cards 8-10, New Set IV. 

Words 

Sight 

(Eeview) boy girl saw bird 

(New) little 

Game No. 4, page 175. 

Phonetics 

See page 207. 

Fourth Step — Reading Lesson ( Pupil's Hand Chart or Wall Chart, page 6. ) 



The 


boy 


saw 


the 


little 


bird 


The 


girl 


saw 


the 


little bird. | 


The 


bird 


saw 


the 


little 


boy. 


The 


bird 


saw 


the little 


girl. 



See if you can find the page with a picture like this. (Show pic- 
ture on page 6, PupiFs Hand Chart, or Wall Chart.) 
The first line says this is about whom? 
The first sentence tells what the boy saw. 
Eead it silently. 
Who can read it aloud? 



206 MANUAL FOR 

Show me the part that says "the little bird." 

Read silently what the little girl saw. 

Read it aloud. 

Whom did the bird see ? 

Whom else did it see ? 

Eead both sentences silently and then aloud. 

Who will read all the sentences? . 

Lesson 3. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Review Lesson 2. 

Put the rime on the board and have the children look at it 
as they say it. 





Phrases 




Find the following 


in the rime: 
In the tree 
Little bird 
Fly to me* 

Words 




Sight 


- 




(Review 


) tree bird 


little 


(New) 


Fly to 

Phonetics 

See page 207. 


me in 



Lesson 4. 

Review phrases and words. 
Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 7.) 



ELSON-RUNKEL PRIMER 



207 



Little 


bird 


in 


the 


tree, 


In the 


tree, 








In the tree, 








Little 


bird 


in 


the 


tree, 


Fly to 


me. 









Eead the rime. 

How many times can you find "Little bird"? "In the tree"? 
"Fly to me"? 

Phonetics (m and &) 
Lesson 1. 

Repeat the couplets in the lesson and have children find riming 
words. 

Then repeat the following: 

Jack and Jill 
Went up the hill. 

What other words can you think of that sound like Jill and 

hill? (mill, fill, will, bill.) 
If children cannot think of any riming words, use the words in 

sentences, as, "The man went to the mill." 
Eepeat : 

(a) Little Bo-peep 

Has lost her sheep. 



(b) Humpty Dumpty sat on a wall. 
Humpty Dumpty had a great fall. 



What words in these rimes sound alike? 

Do you know any other words that sound like them? 

(sleep, sweep, keep, deep, etc.) (ball, tall, hall, call) 

What is this word? (Mother.) Say it again for me. 
Watch my mouth while I say it. (Pronounce the word slowly.) 
You may say it slowly. 



208 MANUAL FOR 

What sound do you say first? (If children cannot get the sound 

of m, tell it to them.) 
Can you hear any word in these lines that begins like "mother" r 

Fly to me. 

The cat likes milk. 

The man will mow the grass. 

The dog likes meat. 

I walked a mile. 

Mary is in the meadow. 

Say this word again. (Point to "mother.") 

What is the first sound? 

Teacher writes or prints m on the board several times, having 

the children repeat it each time. ^ 

Show Card 1, Kew Set II, having each child give the sound of 

m as the card is held in front of him. 

Lesson 2. 

Develop h from boy and bird. Have children give other words? 
that begin with b (bag, burn, bite, box). Write or print the words 
on the board and as the children say them point to the b in the 
word. Use Card 2, New Set II. 

SUGGESTIONS FOR SUPPLEMENTARl" WORK (MOTHER GOOSE) 

I. Supplementary Story. Other Mother Goose Rimes. 

II. Conversation. Story of Mother Goose, 

III. Project. 

Show children how to fold paper and cut a tree. 
Free-hand cutting of bird, boy, and girl. 
Mount the cuttings. 

TV. Occupations. New Set VI (Seat Work Sentence, Phrase, 
and Word Cards), The Little Bird. 

Lessoii 1. Cut off from Card 1 story for page 6 ; have 



ELSON-RUNKEL PRIMER 209 

pupils cut apart on the lines. (If the pupils can not do 
the cutting well, then the teacher should do it.) Then 
pupils may arrange the sentences again, referring to Pupil's 
Hand Chart or Wall Chart, page 6. 

Place sentences that have been cut, in envelopes and 
mark (1) on envelope. 

Lesson 2. Cut off page 7 of story about "The Little 
Bird"; cut the story apart and arrange again, referring to 
Pupil's Hand Chart or Wall Chart, page 7. 

Place these sentences in the envelope as in Lesson 1. 



ACTION LESSON 

(For Silent Eeading) 
(Day 7) 
Lesson 1. 
Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Place Pictures 1, 3, 5, 7, 13, New Set I, around the room. 
Find one bird. Write^ sentence on the board. 
Which word is "Find"? 
Point to "one bird." 
Which word' is "one" ? 
Teacher places these sentences on the board : 

Fly to one boy. 

Find one girl. 

Find one mother. 

Find one father. 
Eead the above sentences silently, and do what they say. 
Teacher draws two trees on the board. 
Find two trees. 



210 MANUAL FOR 

Teacher writes this sentence on the board. (Find two trees.) 

Point to "two trees." 

Which word is "two"? 

Teacher draws three houses on board. 

Find "one house." "Two houses." "Three houses." 

Teacher writes these sentences on the board: 

Find one house. 
"^ Find two houses. 
Find three houses. 

Eead these sentences. 

Find "one/' "two," "three." 

Teacher places these sentences on the board: 
Find one bird. 
Find two trees. 
Find three houses. 
Fly to the bird. 
Fly to the trees. 
Fly to the houses. 

Read the above sentences silently, and do what they say. 

Now you may fly to me. 

What did I say to do? ("Fly to me.") 

I will write it on the board below the other sentences. Read it. 

Point to "to me." 
Now you may fly away. 

What did I say for you to do? ("fly away.") 
I will write it on the board below the other sentences. Read it. 

Point to "away." 
You may play you are birds. Look at the last four sentences. 

and do as they say. 



ELSON-RUNKEL PRIMER 



211 



Phrases 



one bird* 
two trees* 
three houses* 
one boy* 
one girl* 
to the bird 
to the trees 



to the houses 
to the boy 
to the girl 
to the father 
Fly to me* 
Fly away 



Game No. 9, page 176, with Cards 12-16, New Set IV. 



Words 



Sight 

(Eeview) Find Fly 
(New) one two 

Game No. 5, page 175. 



bird 
three 



house 
away 



me 



tree 



Phonetics 
See page 212. 



Lesson 2. 

Fourth Step — Reading Lesson, 
page 8.) 



(Pupil's Hand Chart or Wall Chart, 



Find 


one bird. 


Fly 


to the bird. 


Find 


two trees. 


Fly 


to the trees. 


Find 


three houses. 


Fly 


to the houses. 


Find 


one boy. 


Find 


the mother. 


Find 


one girl. 


Fly 


to the father. 


Fly 


to me. 


Fly 


away. 



213 MANUAL FOR 

Teacher will place pictures 1, 3, 5, 7, 13, New Set I, around the 

room. 
Draw pictures of two trees and three houses as in Lesson 1. 
Have the children look at each sentence and do as it directs. 

Phonetics 

Teacher' shows how to form plural by adding s. 

John, you may come here and face the class. 

How many boys do you see, Mary? 

I will write "boy'' on the board. 

This word means how many boys? 

Eobert, you may stand beside John. 

How many boys do you see now, Mary? 

When we mean more than one boy we write "boy" and then add 

this little letter "s." 
Wliat does the word say then? 
Say both words : boy, boys. 
Teacher will develop the following words: 

girl girls tree trees 

house houses bird birds 



SUGGESTIONS FOR SUPPLEMENTARY WORK 

T. Occupation. 

Place these phrases on the board: 

one bird two houses 

two boys three trees 

three girls 

Explain to the children that they are to draw the required num- 
ber of each — no more, no less. 



ELSON-RUNKEL PRIMER 213 

V 

THE BIRD HOUSE 
(Days 8-9) 

First Step — The Oral Story. (To be memorized.) 

Little bird, little bird, 
Up in the tree. 
Here is a bird house 

come and see. 
Little boy, little boy, 
Down by the tree, 

1 like the bird house 
You made for me. 

— Old Rime. 

Second Step — Dramatization. 
Dramatize the above jingle. 

Lesson 1. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Teacher shows the picture on the Pupil's Hand Chart or Wall 

Chart, page 9. 
What do you see in the picture? 
Where is the bird? (The bird is in the tree.) 
I will write that sentence on the board. 
Several children will read it. 

Point to "The bird." Point to "is." Point to "in the tree." 
Find the word "bird." 
Find the picture of the bird. 
What does the bird see? (The bird sees the boy.) 
Eead the sentence. 
Find the word "sees." 

What else does the bird see? (The bird sees, the bird house.) 
Eead the sentence. 
Find the wor(^ "sees." 
What does the boy see? (The boy sees the tree.) 



214 



MANUAL FOR 



Eead the sentence. 

Find the words "sees" and "trees." 

What else does the boy see? (The boy sees the little bird.) 

Eead the sentence. 

Phbases 
The bird* sees the boy* 

the boy* sees the bird house* 

is in the tree* sees the tree* 

sees the little bird* 

Game No. 9, page 176, with Cards 3, 1, 17-21 from Kew Set IV. 



Words 



Sight 



(Eeview) 
(New) 



little 



bird house 
is sees 

Phonetics 
See page 217. 
Lesson 2. 

Eeview Lesson 1 on the board. Drill on phrases and words. 
Eead the Pupil's Hand Chart or Wall Chart, page 9. 



The bird 


is in the tree. 




The bird 


sees 


the boy. 




The 


bird 


sees the bird 


house. 


The 


boy 


sees 


the tree. 




The 


boy 


sees 


the little bird. 



Find the picture of the boy and the bird house. 
Ask these questions of the children: 

Where is the bird? 

What does it see? 

What else does it see? 

What does the boy see? 

What else does he see? 



ELSON-RUNKEL PRIMER 215 

Lesson 3. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Teacher shows the picture of the bird house in the tree, Pu.pil's 

Hand Chart or Wall Chart, page 10. 
Point to the boy. 
Point to the tree. 
Point to the bird. 
Point to the bird house. 

Where is the bird? (The bird is in the tree.) 
Eead the sentence. 
Find "in the tree." 

Where is the bird house? (The bird house is in the tree.) 
Eead the sentence. 
Find "in the tree." . 
Eead both sentences again. 
Find "in the tree" in both sentences. 
Does the bird like the bird house ? 
Eead "The bird likes the bird house." 
Change "The bird" to "It." 
Point to "likes." 

What does the boy like? (The boy likes the bird.) 
Point to "likes." 

What else does he like? (The boy likes the bird house.) 
Eead the sentence. i 

Point to "likes." 
Teacher will erase the above sentences and write the following: 

The boy sees the tree. 

The boy sees the bird. 

The bird is in the tree. 

The boy sees the bird house. 

The bird house is in the tree. 

The bird sees the bird house. 



216 



MANUAL FOR 



It likes the bird house. 

The boy likes the bird. 

The boy likes the bird house. 
Have these sentences read. 
If further drill is needed, write other sentences like the following 

The boy likes mother. 

The girl likes father. 

Phrases 
in the tree likes the bird* 

The bird house likes the bird house* 

sees the bird house* 



Words 



Sight 



sees 



(Eeview) bird is house 
(New) It likes 

Game No. 6, page 175, with Cards 19-23, New Set III. 

Phonetics 
See page 217. 
Lesson 4. 

Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 10). 



The 


bird 


is in the 


tree. 


The 


bird 


house is 


in the tree. 


The bird 


sees the 


bird house. 


It likes the bird house. j 


The 


boy 


likes the 


bird. 


The 


boy 


likes the 


bird house. 



Review Lesson 3, on the blackboard. 

Have the lesson on page 10 read In answer to these questions 

Where is the bird? 

Where is the bird house? 



ELSON-RUNKEL PRIMER 217 

What does the bird see? 
What does it like? 
What does the boy like? 
What else does the boy like? 
Have the sentences read silently. They may then be read orally. 

Phonetics (s and I) 
Lesson 1. 

Teacher writes ^'saw" on the board. Have the children say it 

slowly. 
What is the first sound you hear? 

Can you hear any words in these lines that begin like ^^saw"? 
I see some boys. 
Sing a song of sixpence. 
The birds like seeds. 
Name other words that begin with s (said, sew, sang). 
Look at '^saw" again. What is the first sound? 
Write s on the board. What does this say? 
Drill on m, h, and s, using Cards 1, 2, 3, New Set II. 

Lesson 2. 

Write or print "little" on the board. Have the children say it 

slowly. 
Can you hear any words in these lines that begin like "little"? 
I nice the bird. 
The man has a load of hay. 
You may sit on my lap. 
Lester is rowing on the lahe. 
The leaves are long. 

Say this word again. (Point to "little.") What is the first sound ? 

Write or print I on the board. What does this say? 

Write it in the air with me. 

Show Card 4, New Set II, and have each child give the sound. 



218 MANUAL FOR 

to be sure of correct pronunciation. If not given correctly, 

have the child say "little" slowly and then I. 
Drill on m, h, I, and s, using Cards 1, 2, 3, 4, New Set II. 
Game Ko. 7, page 176. 

SUGGESTIONS FOR SUPPLEMENTARY WORK ( BIRDS ) 

I. Supplementary Story. "Aaron and the Blue Jays," in Elso7i 
Good English, Book One, Scott, Foresman and Company. 
II. Conversation. Birds. 

III. Song. "The Bird's Nest," by Jessie L. Gaynor in Songs of 

the Child World, Part I, Church. 

IV. Song Game. "Five Little Chickadees," by Walker and Jenks 

in Songs and Games for Little Ones, Oliver Ditson Com- 
pany. 
V. Projects. 

(1) Free-hand cutting of trees and bird houses. Mount 
the houses in the trees. 

(2) If you have equipment, allow pupils to make some 
bird houses. 

Silent Reading Exercise 

Silent Eeading and Crayoning, New Set VII- A. Lesson 1. 

After page 10, Pupil's Hand Chart or Wall Chart has been 
read, give pupils Card 1, New Set VII. Each pupil cuts 
off answers at bottom of card; he then reads each question 
silently and places opposite it the correct answer. After pu- 
pils have had some practice in this silent reading work, the 
teacher may find it desirable to test not only their compre- 
hension, but also their speed. This can be done by following 
the plan suggested in Game No. 18, page 178. 

After the silent reading work has been done, each child should 
place the cut-apart answers in an envelope and mark it (1) 
for future use. 

Card 1 may then be used for crayoning. Each child may color 
the outline picture as best suits his fancy, or children may 
open Hand Chart to page 4, and crayon to match the picture. 



ELSON-EUNKEL PRIMER 319 

ONE, TWO, THEEE 

(Days 10-12) 

First Step— The Oral Story. 

One, two, three, 
One, two, three, 
I like the cat, 
The cat likes me. 

One, two, three, 
One, two, three, 
I like the dog. 
The dog likes me. 

One, two, three, 
One, two, three, 
I like the hen. 
The hen likes me. 

One, two, three. 
One, two, three, 
I like the sheep. 
The sheep likes me. 

One, two, three, 
One, two, three, 
I like the cow. 
The cow likes me. 

One, two, three, 
One, two, three, 
I like the dove. 
The dove likes me. 

Lesson 1. 

Second Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Teacher places Picture 15, New Set I, on the blackboard ledge. 
Have the children memorize the first stanza of the above rime. 
Have them read it from the board, the teacher pointing to the 
words as they say them. 



220 MANUAL FOR 

Phrases 
Find ''One, two, three.'' Find 'likes me." 

Find "The cat." Find "I like." 

Words 

Sight 

(Eeview) One two three like 
(New) I cat 

Phonetics 
See page 223. 

Lesson 2. 

Second Step — Sentence, Phrase, and Word Development: Phonetics. 

Eeview Lesson 1. 

Substitute the words "dog" and "hen" for the word "cat." 

Phrases 
the cat like the cat* 

the dog likes me* 

the hen like the dog* 

like the hen* 
Game 'No. 2, page 175, using Cards 2, 15, 17, New Set I, and 
Cards 25-28, New Set IV. 

Words 
Sight 

(Eeview) One two three 

I cat likes me 

(New) clog hen 

Game No. 7, page 176. 

Phonetics 
See page 223. 



ELSON-RUNKEL PRIMER 221 



Lesson 3. 



Third Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 11). 



One, 


two. 


three. 


One, 


two. 


three. 


I like the cat, 


The cat likes me. 


One, 


two. 


three. 


One, 


two, 


three. 


I like the 


dog, 


The 


dog 


ikes me. 


One, 


two. 


three. 


One, 


two, 


three, 


I like the hen. 


The 


hen 


likes me. 



Who can read the first stanza and tell me what it is about? 

Eead it aloud. 

You may read the second stanza silently. 

What is it about? 

Eead it aloud. 

Eead the last stanza and tell me what you read. 

Who will read all the stanzas? 



Lesson 4. 

Second Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Eeview stanzas 1, 2, and 3. 

Substitute the words "sheep," "cow," and "dove" for the words 
"cat," "dog," and ^Tien." 



222 MANUAL FOR 

Phbases 
the sheep like the sheep* 

the cow like the cow* 

the dove like the dove* 

likes me* 
Game No. 2, page 175, with Cards 29-31, New Set IV, ana 
Cards 4, 6, 10, New Set I. 

WOBDS 

Sight 

(Eeview) cat likes dog hen 
(New) sheep cow dove 

Game No. 5, page 175, with Cards from New Set III. 

Phonetics 
See page 223. 
Lesson 5. 

Third Step — ^Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 12). 



One, 


two. 


three. 


One, 


two. 


three. 


I like the 


sheep. 


The 


sheep 


likes me. 


One, 


two. 


three. 


One, 


two. 


thuee. 


I like the 


cow. 


The 


cow likes me. 


One, 


two. 


three. 


One, 


two, 


three. 


I like the 


dove, 


The 


dove 


likes me. 



Follow method similar to one used in Lesson 3. 



ELSON-RUNKEL PRIMER 22;^ 

Lesson 6. 

Second Step — Sentence, Phrase, and Word Development: Phonetics. 



isson 4. 






like the cat* 




One, two, three* 


like the dog* 




I like 


like the hen* 




likes me* 


like the sheep* 






like thK cow* 






like the dove* 






Play Game No. 13, page 176. 






WOEDS 


Sight 






(Eeview) cat 


dog 


hen sheep cow 



dove 

one two three I like me 

Play Game No. 7, page 176, with cards from New Set III. 

Phonetics 

See below. 

Third Step — Reading Lesson. (Pupil's Hand Chart or Wall Chait, 
pages 11 and 12). 

Have these pages reviewed. 

If time permits, 'review previous stories read. 

Phonetics (c [hard] and d) 
Lesson 1. 

This was onr new word today. (Write or print cat on the board.) 
Say it for me. Watch my mouth while I say it. (Pronounce 
the words slowly.) You may say it slowly. 
What sound do you say first? (If children cannot get the sound 
of c, tell it to them.) 



224 MANUAL FOR 

Caji yoTi hear any word in these lines that begins like catf 

The cow jumped over the moon. 
The girl opened the cage. 
The car stopped by the gate. 
I have lost my cap. 
We like cake. 

Say this word again. (Point to cat.) 

What is the first sound? 

Teacher will print or write c on the board several times, having 
the children repeat the sound each time. In the same way 
call attention to c in cow. 

Show Card 5, New Set II, having each child give the sound as 
the card is held in front of him. 



Lesson 2. 

Teacher will write or print dog on the board. Have children 

say it slowly. 
Can you hear any words in these lines that begin like dog : 

The dove flew to me. 

How do you do today? - 

It is getting darh. 

The dish ran after the spoon. 

Hey, diddle, diddle. 

Say this word again. (Point to dog.) What is the first sound? 

Teacher will write or print d on the board. What does this say ? 

Write it in the air with me. 

Teacher will show Card 6, N'ew Set II, and have each child give 
the sound, to be sure of correct pronunciation. If not given 
correctly, have the child say dog slowly and then d. 

Drill on c and d. 



ELSON-RUNKEL PRIMER 225 



Lesson 3. 

Drill on m^ bj s^ I, c (hard), and d. 
Game No. 1, page 176. 



THE BIRDS' NEST 
(Days 13-16) 

First Step— The Oral Story. 

One day in the springtime, when the little flowers were waking up, Mr. 
Bird called to Mrs. Bird, who was sitting high up in an apple tree. He 
said, "Come, let's sing a song and then begin to build a nest in this apple 
tree." 

The song was full of sweet notes, and Mr. Bird ended with "Cheer up, 
cheer up.^' Then they flew all around the tree to find the safest place for 
their little home. 

"Will this place do?" asked Mr. Bird. 

"No, this place will not do," sang Mrs. Bird, "for it is too low. It is 
cozy, but the cats can come up here." 

Mr. Bird flew far out on a branch. Will this place do?" he asked again. 

"No," said Mrs. Bird, "for the wind would blow the nest off to the 
ground." 

Iilr. Bird flew from one branch to another. At last he called again. 
"Will this place do?" 

"Oh, yes!" said Mrs. Bird. "This is a fine place. Now let us hunt for 
something to build the nest with." 

They looked all over the fields for twigs and dried leaves. They flew 
to the barnyard and found ever so many long horsehairs that had come 
out of Tom's and Dobbin's tails. In the yard they got some nice feathers 
and pieces of string, and from the woods some moss. All these things 



226 MANUAL FOR 

they carried, one by one, in their strong bills, to the tree, working and 
tugging away until the nest was done. 

Oh, how soft and round and cozy it was! The sticks, leaves, and string 
made the outside firm and strong. The horsehairs, woven round and round 
the moss and feathers, made the inside nice and warm for Mother Bird, 
and for something else that came one day very soon. Mrs. Bird sat on 
the nest, day after day. One day she flew ofT for just a minute, and what 
do you think were in the nest? Three little white eggs, lying close 
together. 

Mr. and Mrs. Bird were very happy. Mrs. Bird would not leave the 
nest, but sat on the eggs to keep them warm, while Mr. Bird sat near 
her on the tree and sang his sweetest song. Then he spread his wings and 
flew away over the tree tops. When he came back he had something nice 
in his bill for Mother Bird to eat. Sometimes Father Bird sat in the nest 
so that Mother Bird could stretch her wings and fly away through the air. 

One day, when Mother Bird was in the nest, she heard a faint "peep, 
peep!" and looking down saw a little bird under her warm breast. Soon 
came another "peep, peep!" and a second little bird was out of the shell. 
Then she tapped gently on the third egg and out came a very small bird. 
She cuddled them under her, nice and warm, for they were not very strong 
and she did not want them to catch cold. 

But in a little while they began to grow stronger, because their father 
and mother were taking good care of them. They began to move about 
and tried to hop while in the nest, but they fell over each other. 

They were Junny lookinj^ iittle things, for the feathers had not yet 
grown on them, and they were covered with a fluffy coat of down. 

One day as they were sitting in the nest waiting for their mother and 
father to bring them some nice fat worms to eat, a little gray squirrel 
scampered up the tree to the branch that the nest was on, and peeped into 
their cosy home. When he saw the three fluffy little birds he was as sur- 
prised as he could be, for he had never before seen a bird without feathers. 

"Well! I never!" he said. "What kind of animals are you?" 

"We are little birds," one of them answered, timidly. 

"I don't believe you," said the rude little gray squirrel. "Birds have 
feathers, and all you have is a queer coat of fuzz. Oh, no, funny animals, 
you are not birds. If you want me to think that you are birds, let me 
see you fly. Then I will believe you. All birds can fly, you know." 

"We can't fly," said one of the little birds. 



ELSON-RUNKEL PRIMER 227 

"Well, then, don't try to make me believe that you are birds," answered 
the rude little squirrel, as he waved his long tail proudly over his back 
and scampered down the tree. 

After their unkind visitor had left them, the three little birds sat very 
quietly in the nest. They were as unhappy as they could be. "I wonder 
if that rude squirrel is right, after all," said one of them sadly. "Perhaps 
we are not birds, for every bird has feathers and knows how to fly." 

Just then Mother Bird flew back to the nest, and the little birds told her 
what their unkind visitor had said. "Are we animals. Mother, or birds?" 
they asked her. 

"You are little birds," answered the mother. "Soon your fluffy down will 
grow into feathers. Then you can learn to fly." 

One day, when the little birds had grown stronger. Mother Bird said to 
them, "Today you must begin to learn hoM'' to fly." 

Then Father Bird showed them how to raise their wings. The little 
birds raised their wings and tried to do just as Father Bird did. When 
they were tired they cuddled down in the warm nest and soon were fast 
asleep. 

They tried their wings for several days, and at last, one day, the Mother 
Bird said, "Fly, fly." The Father Bird said, "Fly, fly." The little birds 
said, "Good-bye! Good-bye, nest, good-bye." Away they flew. 

— Evelyn Lincoln in Half a Hundred Stories, Adapted. 

Second Step — Dramatization. 

Characteks 
Mr. Bird Mrs. Bird Three Bahy Birds Squirrel 

Scene 
Have several children join hands in a circle and sit down, thus forming 
the nest. 

Mr. Bird: Come, let's sing a song and then begin to build a nest in this 
apple tree. 

(Both sing a bird song and fly around the room.) 
Mr. Bird: Will this place do? 

Mrs. Bird: No, this place will not do, for it is too low. The cats can 
come up here. 

(Both fly around the room again.) 
Mr. Bird: Will this place do? 



228 MANUAL FOR 

Mrs. Bird: No, for the wind would blow the nest off to the ground. 
(Both fly around the room again.) 

Mr. Bird: Will this place do? 

Mrs. Bird: Oh, yes! This is a fine place. Now let us hunt for some- 
thing to build the nest with. 

(They go to the fields and barnyard, for straw, twigs, etc.^ 
and then fly hack to build the nest. After the nest is com- 
pleted they put the three birds in it. Father Bird and Mother 
Bird go away to get something for the little birds to eat. A 
little squirrel comes and looks in the nest.) 

Squirrel: Well! I never! What kind of animals are you? 

First Little Bird: We are little birds. 

Squirrel: I don't believe you. Birds have feathers, and all you have 
is a queer coat of fuzz. Oh, no, funny animals, you are not birds. If you 
want me to think that you are birds, let me see you fly. Then I will 
believe you. All birds can fly, you know. 

Second Little Bird: We can't fly. 

Squirrel: Well, then, don't try to make me believe that you are birds. 
(The squirrel runs aivay.) 

Third Little Bird: I wonder if that rude squirrel is right, after all. 
Perhaps we are not birds, for every bird has feathers and knows how to fly. 
(Mother Bird and Father Bird come home and sit on the 
edge of the nest.) 

Little Birds: Mother, a squirrel has been to visit us. He said we were 
animals and not birds. Are we birds or animals. Mother? 

Mother Bird: You are little birds. Soon you will learn to fly. 
Father Bird: Do as I do. 

(He raises his wings and the little birds do the same.) 
Father Bird: That will do for today. Now you may go to sleep. 

(They repeat this exercise several times.) 
Mother Bird: Fly, fly. 
Father Bird: Fly, fly. 

Little Birds: Good-bye! Good-bye, nest, good-bye. 
(Away they all fly.) 



ELSON-RUNKEL PRIMER 229 

Lesson 1. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Teacher will show a picture of birds, one in a tree and one in 

a nest, Pupil's Hand Chart, or Wall Chart, page 13. 
As questions are asked and answered, teacher will write the 

answers on the board and have them read. 
What do you see, John? (I see a tree.) 
What else do you see? (I see a nest.) 
Where is the nest? (The nest is in the tree.) 
How many birds do you see? (I see two birds.) 
Where do you think the father bird is? (The father bird is in 

the tree.) 
Read this sentence: (See the mother bird.) 
WTiere is the mother bird? (The mother bird is in the nest.) 
What little word can we use instead of "mother bird" ? 
If pupils do not know, the teacher may tell them. 
Teacher will erase the words "The mother bird,'' and insert the 

word "she," 
Eead all the sentences. 
Teacher will give for silent reading other sentences like the 

following : 

Is the mother bird little? 
Is the father bird little? 
Is the nest in the tree? 
Is the mother bird in the tree? 

Phrases 
see a tree* see two birds 

see a nest* The father bird* 

is in the tree* the mother bird* 

is in the nest 



330 



Sight 

(Eeview) 

(New) 

Game No. 6, page 175, 



MANUAL FOR 
WOBDS 



see 
nest 



tree 
She 



bird 



Phonetics 
See page 235. 

Lesson 2. 

Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 13.). 



I see a tree. 

I see a nest. 

The nest is in the tree. 

I see two birds. 

The father bird is in the tree. 

See the mother bird. 

She is in the nest. 



Teacher will ask the questions below, and have children read 
the sentences and then answer the questions: 

What do you see? 

What else do you see ? 

Where is the nest? 

How many birds do you see ? - 

Where is one bird? 

Where is the other bird? 

Which bird is she? 



ELSON-RUNKEL PRIMER 231 

Lesson 3. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Teacher will show Card 12, New Set I. 
Follow plan of Lesson 1. 
What do yon see? (I see a tree.) 

What do yon see in the tree? (I see a nest in the tree.) 
Is the nest little or big? (It is a little nest.) 
What do yon see in the nest? (I see three eggs.) 
Are they little or big? (The eggs are little.) 
What color are the eggs? (They are white.) 
Where are the eggs? (They are in the nest.) 
Teacher will also give for silent reading, sentences like the 
following : 

Is one bird in the nest? 

Is one bird in the tree? 

Are the birds little? 

Are the birds white? 

Are the eggs white? 





Phrases 




in the tree 




are little 


is a little nest* 


Words 


are white* 

are in the nest* 

three eggs* 


Sight 






(Eeview) 


nest little 


three It 


(New) 


They eggs 


are white 


Play Game No. 7, page 


176. 

Phonetics 
See page 235. 





232 



MANUAL FOR 



Lesson 4. 

Fourth Step — Reading Lesson, 
page 14). 



(Pupil's Hand Chart or Wall Chart, 



I see 


a tree. 


I see 


a nest in the tree. 


It is 


a little nest. 


I see 


three eggs. 


The eggs are little. | 


They 


are white. 


They 


are in the nest. 



Teacher will ask questions similar to those in Lesson 3. 
Have children read the sentences and then give the answers. 

Lesson 5. 

Drill on phrases and words in Lessons 1, 2, 3, and 4. 
Eead for review. Pupil's Hand Chart or Wall Chart, pages 13 
and 14. 



Lesson 6. 

Third Step — Sentence, Phrase, and Word Development; 



Phonetics. 



Sentences 
Teacher will show picture of three eggs in a nest. 
(Pupils' Hand Chart or Wall Chart, Page 14.) 
Follow plan of Lesson 1. 
After a while what happened to the eggs ? 

Where did the little birds sit. (The little birds sat in the nest.) 
Where did the mother sit? (The mother sat in the tree.) 
What did she say? (She said, ^'Fly, fly.") 
Where did the father sit? (The father sat in the tree.) 
What did the father say? (The father said, "Fly, fly.") 
What did the little birds say? (The little birds said, "Good- 
bye! Good-bye, nest, good-bye!") 



ELSON-RUNKEL PRIMER 



333 



Wliat did the little birds do? (The little birds flew away.) 
What did the mother bird do? (The mother bird flew away.) 
Wlio else flew a'way? (The father bird flew away.) 

Phbases 



the mother bird* 




She said* 


The father bird* 




flew away* 


The father said* 




. sat in the nest* 


The little birds said* 


Words 


sat in the tree 


Sight 






(Eeview) 


She 


little away 


(New) 


said 


Good-bye flew 


Game No. 10, page 176. 






Phonetic 






(Eeview) 


cat 




(New) 


sat 






Phonetics 




See page I 


335. 



Lesson 7. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 



WoBD Deill 

> Teacher: Our story is about some little — 
Children: Birds. (Teacher writes words as 

them.) 
Teacher: They built a — 
Children : Nest. 



children give 



234 



MANUAL FOR 



Teacher : The mother bird put into it some little — 

Children : Eggs. 

Teacher : How many eggs were there ? Count them. 

Children: One, two, three. 

Teacher: The eggs were — 

Children : White. 

Teacher: Soon there were three little^ 

Children : Birds. 

Teacher: In the — 

Childreja : Nest. 

Teacher: The little birds grew and grew and soon were big 

enough to fly. Then the mother bird said — 

Children : Fly, fly. 

Teacher : The father bird said — 

Children: Fly, fly. 

Teacher : The little birds said — 

Children: Good-bye, nest. 
When all words are on the boards play Game No. 14, page 177. 



Fourth Step — Reading Lesson, 
page 15). 



(Pupil's Hand Chart or Wall Chart, 



The 


little birds sat in the 


nest. 


The 


mother sat in the tree 




She 


said, "Fly, fly." 




The father Sat in the tree. 




The 


father said, "Fly, fly." 




The little birds said, "Good 


-bye! 


Good-bye, nest, good-bye!" 




The 


little birds flew away. 




The 


mother bird flew away. 




The father bird flew rwslj. 





Teacher will ask questions and have children read the sentences 
and then give answers. 



ELSON-RUNKEL PRIMER 235 

Silent Eeading Exercise " 
Seat work in silent reading may well be given here, based on 
Card 2, New Set VII-A. See page 218. 

Lesson 8. 

Review phrases and words. 

Read Pupil's Hand Chart or Wall Chart, pages 13, 14, and 15. 
Phonetics (n, f, and at) 

Lesson 1. 

Develop n from nest. 

Give other words that begin with n. (name, new, net, now.) 

Lesson 2. 

Develop / from father. 

Give other words that begin with /. (fan, fish, fox.) 

Lesson 3. 

Write or print cat on the board. 
What is the word ? 
What does this say? (Point to c.) 
If yon take c away, what is left? 
Name other words that rime with or end in at. 
Write or print them on the board as the children say them. 
Erase the initial consonant of each; what have we left? (at.) 
Replace the initial consonants in a different order; have the 
children say the words again, (mat, cat, bat, sat, fat.) 

Lesson 4. 

Review m, h, I, s, n, c (hard), d, f, using Game No. 1, page 175. 
Review forming of plurals by adding s. 

SUGGESTIONS FOR SUPPLEMENTARY WORK (bIRDS" NESTS ) 

I. Supplementary Story. "A Nest of Many Colors" in In the 
Child's World, Milton Bradley Company. 



236 MANUAL FOR 

III. Poem. "Bird Thoughts/' by Charlotte Brewster Jordaii in 

In the Child's World, Milton Bradley Company. 

IV, Song. "The Bird's Nest," by Jessie L. Gaynor in Songs 

of the Child World, Part I, Church. 
V. Song Game. "Five Little Chickadees," by Walker and Jenks 
in Songs and Games for Little Ones, Oliver Ditson 
Company. 
VT. Occupation, (a) Draw a tree and put nest with eggs in it. 
Free-hand cutting of trees. 
(&) Seat Work Sentence, Phrase, and Word Cards, New Set VI. 
Lesson 1. After page 13 of the Pupil's Hand Chart or the 
Wall Chart has been read, give the pupils Card 2, New Set 
VI. Cut off Lesson for page 13; cut apart the sentences; 
cut the sentences on the lines into phrases and words as 
indicated. Have each pupil rebuild the sentences, using the 
Pupil's Hand Chart or the Wall Chart as his model. 
Lesson 2. Card 2, page 14, to be used after page 14 of the 
Pupil's Hand Chart or the Wall Chart has been read. Fol- 
low directions given for Lesson 1. 
Lesson 3. Proceed as in Lesson 1 with Card 2, page 15, to be 
used after page 15 of the Pupil's Hand Chart or the Wall 
Chart has been read, 
(c) Seat work in silent reading and crayoning, Card 2, New 
Set VII-A. To follow page 28 of the Pupil's Hand Chart or 
the Wall Chart. 



THE LITTLE RED HEN 
(Days 17-20) 

First Step— The Oral Story. 

A Little Red Hen was in the farm-yard with her chickens, when she 
found a grain of wheat. The cow and the sheep were in the farm-yard, too. 



ELSON-RUNKEL PRIMER 237 

"Who will plant this wheat?" she asked. 

"Moo, moo! I will not," said the cow. 

"Baa, baa! I will not," said the sheep. 

"Cluck, cluck!" said the Little Red Hen. "Then I will." 

So she planted the grain of wheat, and soon it began to grow. She 
watched it day after day, and by and by it was tall and ripe. 

Just then the dog came into the farm-yard. 

"Who will reap this wheat?" asked the Little Red Hen. 

"Moo, moo! I will not," said the cow. 

"Baa, baa! I will not," said the sheep. 

"Bow-wow! I will not," said the dog. 

"Cluck, cluck!" said the Little Red Hen. "I will." And she reaped the 
wheat. 

Just as she finished reaping the wheat, the cat came into the farm-yard 
to see what was the matter. 

"Who will thresh this wheat?" asked the Little Red Hen. 

"Moo, moo! I will not," said the cow. 

"Baa, baa! I will not," said the sheep. 

"Bow-wow! I will not," said the dog. 

"Mew, mew! I will not," said the cat. 

"Cluck, cluck! I will," said the Little Red Hen, and she worked and 
worked until the wheat was all threshed and in a bag. 

Just then the dove flew to the farm-yard. 

"Who will take this wheat to the mill to have it ground into flour?" 
asked the Little Red Hen. 
. "Moo, moo! I will not," said the cow. 

"Baa, baa! I will not," said the sheep. , 

"Bow>-wow! I will not," said the dog. 

"Mew, mew! I will not," said the cat. 

"Coo, coo! I will not," said the dove. 

"Cluck, cluck ! I will," said the Little Red Hen, and she took the wheat 
to the mill and had it ground into flour. 

When she brought the flour home, she said, "Who will bake a loaf of 
bread with this flour?" 

"Moo, moo! I will not," said the cow. 

"Baa, baa! I will not," said the sheep. 

"Bow-wow! I will not," said the dog. 

"Mew, mew! I will not," said the cat. 

"Coo, coo! I will not," said the dove. 



238 MANUAL FOR 

"Cluck, cluck! I will," said the Little Red Hen. So she baked a loal 
of bread with the flour. 

When it was baked, she asked, "Who will eat this bread?" 

"Moo, moo! I will," said the cow. 

"Baa, baa! I will, said the sheep. 

"Bow-wow! I will," said the dog. 

"Mew, mew! I will," said the cat. 

"Coo, coo! I will," said the dove. 

"Cluck! No, you will not!" said the Little Red Hen. "My little chicks 
and I are going to do that." 

So she called all her little chicks and they ate up the loaf of bread. 

— Old Tale. 



Second Step — Dramatization. 

Chabactebs 
Cow Sheep Dog Cat Hen Chickens Dove 

Scene 

Farm-yard: A place for a wheat field; a mill; an oven. Hen, chickens, 
cow, and sheep in the field. 

Hen: I have found a grain of wheat. Who will plant it? 

Cow: Moo, moo! I will not. 

Sheep: Baa, baa! I will not. 

Hen: Cluck, cluck! I will. 

(She plants the wheat and watches it grow tall and ripe. 
A hoy or girl may he used for the wheat hy stooping down 
or lying on the floor and then growing taller. The dog comes 
to the farm-yard.) 

Hen: Who will reap this wheat? 
Cow: Moo, moo! I will not. 
Sheep: Baa, baa! I will not. 
Dog: Bow-wow! I will not. 
Hen: Cluck, cluck! I will. 

(Give imitation of reaping wheat. The cat comes to the 
farm-yard.) 



ELSON-RUNKEL PRIMER 239 

Hen: Who will thresh this wheat? 
Cow: Moo, moo! I will not. 
Sheep: Baa, baa! I will not. 
Dog: Bow-wow! I will not. 
Cat: Mew, mew! I will not. 
Hen: Cluck, cluck! I will. 

(Give iniritation of threshing wheat. The dove flies to the field.) 

Hen: Who will take this wheat to the mill to have it ground into 

flour? 
Cow: Moo, moo! I will not. 
Sheep: Baa, baa! I will not. 
Dog: Bow-wow! I will not. 
Cat: Mew, mew! I will not. 
• Dove: Coo, coo! 1 will not. 
Hen: Cluck, cluck! I will. 

(She takes the wheat to the mill and comes hack with flour.) 

r 

Hen: Who will bake a loaf of bread with this flour? 

Cow: Moo, moo! I will not. 

Sheep: Baa, baa! I will not. 

Dog: Bow-wow! I will not. 

Cat: Mew, mew! I will not. 

Dove: Coo, coo! I will not. 

Hen: Cluck, cluck! I will. 

(She makes a loaf of bread and hakes it.) 

Hen: Who will eat this bread? 

Cow: Moo, moo! I will. 

Sheep: Baa, baa! I will. 

Dog: Bow-wow! I will. 

Cat: Mew, mew! I will. 

Dove: Coo, coo! I will. 

Hen: Cluck! No, you will not! My little chicks and I are going to do 

that. Cluck, cluck! 

(The little chickens run to her a/nd eat the bread.) 

Note that the reading value of this story is increased by intro- 
ducing a new character in each refrain, thereby breaking up the 
tendency to rote work. 



240 



MANUAL FOR 



Lesson 1. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 

Teacher will place on the blackboard ledge, Cards 2, 6, 10, 

New Set I. 
Do what this sentence tells yon: (Find the hen.) 
What did the hen say? ("Cluck, cluck,'' said the hen.) Read 

the sentence. 
Do this: (Find the sheep.) Read the sentence. 
What did the sheep say? ("Baa, baa," said the sheep.) Read 

the sentence. 
Do this: (Find the cow.) Read the sentence. 
What did the cow say? ("Moo, moo,'' said the cow.) Read the 

sentence. 
Read the six sentences. 



Phrases 



said the cow* 
said the sheept 
said the hen* 

Game No. 3, page 175, 



Moo, moo 
Baa, baa 
Cluck, cluck 



Sight 



WOBDS 



(Review) said 
(New) Moo 

Game No. 12, page 176. 



cow 



sheep hen 
Cluck 



Phonetics 

See page 247. 



ELSON-RUNKEL PRIMER 241 

Lesson 2, 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
The Little Eed Hen found a grain of wheat and she said, "Who 

will plant this wheat?" 
What did the cow say? ("Moo, moo! I will not," said the 

cow.) 
Write this sentence on the board. 
Read it. 

Point to the following: 
Moo, moo 
1 will not 
will 
not 
said the cow 

Eead the following also: 

"Baa, baa ! I will not," said the sheep. 
"Clnck, cluck! I will," said the hen. 

Phrases 



said the 


cow* 




[ will not* 


said the 


sheep* 




I will* 


said the hen* 






Game N"o. 9, page 


176. 


WOBDS 


• 


Sight 








(Review) 


said 


cow 


sheep 


(Kew) 


will 


not 




Game No. 12, page 176. 






.. 1 ' 


Phonetics 






■■ See 


page 247. 


^ 



hen 



242 MANUAL FOR 

Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 16). 



(Teacher: The Little Red Hen found a grain of wheat. 
She said, "Who will plant this wheat?") 

"Moo, moo! I will not," said the cow. 
"Baa, baa! I will not," said the sheep. 
"Cluck, cluck! I will," said the hen. 



Lesson 3. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Eeview Lesson 2. 

The Little Eed Hen said, "Who will reap this wheat?" 

What did the cow say? Write sentence. 

Have it read. 

What did the sheep say? 

Eead the sentence. 

What new animal came now ? Find the picture of it. JSTew Set 

1, Card 17. 
What did the dog say? 
Read the sentence. 
Point to "Bow-wow." 
What did the hen say? 
Read the four sentences. 

Phrases 

said the cow* said the hen* 

said the sheep* I will not* 

said the dog* I will* 



ELSON-RUNKEL PRIMER 243 

Words 
Sight 

(Eeview) Moo will not Baa Cluck 
Phonetic 

(New) Bow-wow 

Phonetics 

See page 247. 

Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 17). 



(Teacher: The Little Red Hen said, "Who will reap this 

wheat?") 
"Moo, moo! I will not," said the cow. 
"Baa, baa! I will not," said the sheep. 
"Bow-wow! I will not," said the dog. 
"Cluck, cluck! I will," said the hen. 



Lesson 4. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
The Little Bed Hen said, "Who will thresh this wheat?" 
What did the cow say? 
Write answers to each question. 
What did the sheep say? 
What did the dog say? 
What new animal came next ? Find the picture of it. New Set 

1, Card 15. 
What did the cat say? 
Point to "mew.'^ 
What did the hen say? 
Read the sentences. 



344 



MANUAL FOR 
Phrases 



said the cow* said the cat* 

said the sheep* said. the hen* 

said the dog* T will not* 

Play Game K"o. 13, page 176. 



Sight 

(Review) 
(New) 

Phonetic 
(Review) 



Words 

Moo Baa Cluck 
Mew 

Bow-wow 



Phonetics 

See page 348. 



Fourth Step — Reading Lesson, (Pupil's Hand Chart or Wall Chart, 
page 18). 



(Teacher: The Little Red Hen said, "Who will thresh 
this wheat?") 

"Moo, moo! I will not," said the cow, 
"Baa, baa! I will not," said the sheep. 
"Bow-wow! I will not," said the dog. 
"Mew, mew! I will not," said the cat. 
"Cluck, cluck! I will," said the hen. 



ELSON-RUNKEL PRIMER 345 

Lesson 5. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 

Follow plan of previous lessons, showing the picture and adding 
the sentence about the dove. 



Phrases 
said the cat* Mew, mew 

said the dove* Coo, coo 



WOEDS 

SigJit 

(Eeview) said mew cat dove 
(Few) Coo 



Phonetics 
See page 248. 



Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 19). 



(Teacher: 


The Little Red Hen said, "Who will take this 


wheat to the mill to have it ground into flour?") | 


"Moo, moo 


I will not," said the cow. | 


"Baa, baa! 


I will not," 


said the sheep. 


"Bow-wow ! 


I will not, 


' said the dog. 


"Mew, mew 


! I will not 


/' said the cat. 


"Coo, coo! 


I will not," 


said the dove. 


"Cluck, cluck! I will," 


said the hen. 



246 MANUAL FOR 

Lesson 6. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Follow plan of Lesson 5. 

Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 20). 



(Teacher: The Little Red Hen said, "Who will bake some 

bread with this flour?") 
"Moo, moo! I will not," said the cow. 
"Baa, baa! I will not," said the sheep. 
"Bow-wow! I will not," said the dog. 
"Mew, mew! I will not," said the cat. 
"Coo, coo! I will not," said the dove. 
"Cluck, cluck! I will," said the hen. 



Lesson 7. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Follow plan of previous lesson and develop the word "No." 

Phrases 
Eeview all phrases in the lesson. 

Words 

Sight 

(Review) Moo Baa Mew Coo Cluck 

(New) No 

Phonetic 

(Review) Bow-wow • 



ELSON-RUNKEL PRIMER 247 

Phonetics 

See page 24S. 

Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 21). 



(Teacher: The Little Red Hen said, "Who wdll eat this 

bread?") 
"Moo, moo! I will," said the cow. 
"Baa, baa! I will," said the sheep. 
"Bow-wow! I will," said the dog. 
"Mew, mew! I will," said the cat. 
"Coo, coo! I will," said the dove. 
"Cluck! No! I will," said the hen. 



Lesson 8. 
Eeview. Read Pupil's Hand Chart or Wall Chart, pages 16, 
17, 18, 19, 20, 21. 

Phonetics {w, 6w, h) 

Lesson 1. 

From will develop w. {wait, wet, win, water.) 

Lesson 2. 

Teacher will write or print cow on the board. 

What is the word ? 

What does this say? (Point to c.) 

If you take c away, what is left? 

Name other words that rime with or end in ow. 
(cow, how-wow, how, now.) 
Teacher will write or print them on the board as the children 

say them. 



248 MANUAL FOR 

Teacher will erase the initial cojisonant of each; what is left? 
Teacher will replace the initial consonants in a different order; 
have the children say them again. 

Lesson 3. 

Develop li from house. 

Name other words that begin with h. 

{has, home, happy, help, hard, hat.) 

Lesson 4. 

Eeview : 

c as in cat and cow. 

h as in Ijaa and tow-wow. 

m as in moo and mew. 

Eeview consonants, rising Game N'o. 39, page 181. 

Eeview the at phonogram. 

Make the following words : cat, mat, hat, hat, fat. 

Eeview the oiv phonogram. 

Make the following words: {how-wow, cow, now, how.) 
Game N'o. 7, page 176. . 

SUGGESTIONS FOR SUPPLEMENTARY V70RK (tHE HEN) 

I. Supplementary Story. "The Lost Chicken" in In the Child's 
World, Emilie Poulsson, Milton Bradley Company. 

II. Conversation. Hens and chickens. 

III. Poem. "Three White Eggs/' Christina G. Eossetti. 



ELSON-KUNKEL PRIMER 



249 



IV. Songs. 

(1) "Little Chickens/' Hailmann in Songs, Games, and 

Rhymes. 

(2) "Baby Chickens" in Lyric Music Primer, Scott, Foresman 

and Company. 

V. Song Games. "The Hen and the Chickens/' by Emilie 
Ponlsson in Finger Plays, Milton Bradley Company. 

VI. Occupation. Hencoop. 

(1) Oblong 4" X 8". Fold 
into 8 squares. Cnt from 1 to 2, 
Overlap end triangles and paste, i 
Cut slats in one side of coop. 

(2) Cut hencoop and chick- 
ens. 



— ^ — ^ TT^ 

/ I \ 

^.. — r""*T / 

'\ I I i ^' 

^j I ici — I 



250 MANUAL FOR 

ACTION LESSON 

(For Silent Reading) 

(Day 21) 

Lesson 1. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Teacher will place around the room Cards 5, 7, 9, 12, 13, 16, 17, 

New Set I. 
Who can do what the chalk tells you to do? 
Teacher writes on the board. ("Find one tree.") 
Give it to me. 
What did I say to do? 

I will write it on the board. ("Give it to me.") 
Eead it. 

Point to "Give it." 
Point to "Give." 
Do this: (Find two birds.) 
Run to the birds. 
What did I say to do? 
I will write it on the board. 
Read it. 

What is the new word? 
Point to "Run." 
Use "run" and "give" in other sentences for drill work. 

Examples : 

Run to the tree. 
Run to the cat. 
Run to the bird. 
Give the cat to me. 
Give the dog to me. • 



ELSON-RUNKEL PRIMER 



351 



one tree 
two birds 
three eggs* 



Phrases 



Give it 

to me 

to the dog 



Sight 

(Eeview) 

(New) 



WOKDS 

one two three 
Enn Give 



me 



eggs 



Phonetics 
See page 252. 



Lesson 2. 

Fourth Step — Reading Lesson, 
page 22). 



(Pupil's Hand Chart or Wall Chart, 



Find 


one tree. 


Give 


it to me. 


Find 


two birds. 


Run to the birds. | 


Find 


the nest. 


Give 


it to me. 


Find 


three eggs. 


Find 


the boy. 


Run 


to the boy. 


Find 


the girl. 


Fly 


to the girl. 


Run 


to the dog. 


Run 


to me. 



Have children read each sentence and then perform the act. 



352 ^ MANUAL FOR 

Phonetics (sh) 

From sheep develop sh. 

Name other words beginning with sh. 

(she, shell, shut, shake, shade, shoot, shooh, show.) 



SILENT HEADING LESSON 
(Day 23) 
Lesson 1. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 

Ask questions to be answered by "Yes'^ or "No"; as, 

Can the dog run? Yes. 

Can the dog fly? No. 
Point to "Yes." Point to "No." 
Point to "Can" ? 

Words 
Sight 

(Eeview) run fly cat cow No 

(New) can Yes you 

Game No. 1, page 175. 

Phonetic 

(New) we 



ELSON-RUNKEL PRIMER 



253 



Lesson 2. 

Fcfurth Step — Silent Reading Lesson, 
page 23). 



( Pupil's Hand Chart or Wall Chart, 



' Can 


the 


cow run? Yes. 


Can the 


cow fly? No. 


Can 


the 


hen fly? 


Can the 


hen run? 


Can 


the 


sheep fly? 


Can the 


sheep run? 


Can 


we 


run? 


Can 


the 


cat fly? 


Can 


the 


cat run? 


Can 


the 


dog fly? 


Can 


the 


dog run? 


Can 


you 


fly? 


Can 


you 


run? 



Place on the blackboard ledge Cards 54, 50, New Set III. 
Have the children read each sentence silently, and then point to 
the correct answer, "Yes" or "'Ro." 

Silent Reading Exercise 
Seat work in sil-ent reading may well be given here, based on Card 3, 
New Set VII-A. 

Phonetics (e) 
From me develop e and the following words : 
we she he 

SUGGESTIONS FOR SUPPLEMENTARY WORK 

Occupation. Seat Work Sentence, Phrase, and "Word Cards, New 
Set VI, Card 3. Use this lesson as a silent reading lesson to 
follow page 23 of the Pupil's Hand Chart or Wall Chart. Each 
pupil will cut card on lines; he will then rearrange by re- 
ferring to Pupil's Hand Chart or Wall Chart; answer each. 

Question by "yes" or "no." See suggestions, page 209. 



254 MANUAL FOR T 

THE GOOD EAIN 
(Days 23-26) 

First Step— The Oral Story. 

Once upon a time a little boy and a little girl lived on a farm. 

One summer the sun shone very hot and very long for many, many days. 
The cow and the sheep could not get any nice, green grass to eat because 
the sun had dried it all up in the meadows. 

The hot wind blowing through the corn fields rustled the leaves until they 
seemed to say, "Come, rain, come!" The tall grass in the meadow mur- 
mured, "Come, rain, come," and the leaves on the trees kept whispering, 
"Come, rain, come!" 

It was so hot and dry that even the children could not run and play in 
the meadow. 

"Father," said the little boy one day, "please take us down to the nice 



cool river and let us have a picnic!" 

"Very well," said their father. "Tomorrow we will all go for a fine picnic 
to the river." 

That night the children went to bed very early. All night long they 
dreamed of the fun they would have at the picnic. 

But when they waked up the next morning, what do you suppose they 
found? The rain was pouring down! The little boy and the little girl Avere 
ready to cry, for they knew they could not have their picnic in the rain. 
They ran out into the barnyard to look up at the sky and see if it seemed 
anywhere as if the rain might stop. But all around hung the dark gray 
clouds as far as they could see. 

"Oh, dear!" said the little boy. "See the bad, bad rain! The bad rain has 
spoiled all our fun. Now we cannot go to the picnic!" 

"I do not like you, rain," said the little girl. "You are not a good rain. 
Go away, rain, go away! We cannot play in the rain!" 

Just then they heard a noise in the barnyard, and what do you think it 
was? All the animals in the barnyard had come together to talk about the 
rain. The little boy and the little girl were so surprised that they stood 
still in the rain and did not once think how wet they were getting. 

Old Betsy, the cow, was the first to speak. "Moo, moo! Did you hear 
what our master's son called this good rain? He called it a bad, bad rain! 



P^ ' ELSON-RUNKEL PRIMER 255 

Doesn't he know that the rain is good, and that it will make the dry grass 
in the fields grow green again and that it will make the corn grow tall?" 

Then the sheep said, "Baa, baa! I like the good rain." 

"Bow-wow!" said Rover, the dog. "Come, rain, come, and make all the 
fields and meadows ^reen ! I like to play in the rain." 

Just then Spot, the cat, put her head out of the barn door and called out, 
"Mew, mew! /You can say what you please, but I don't like the rain. I don't 
like to get wet. Of course boys don't like the rain!" 

"Coo, coo!" said the dove. "Girls don't like the rain, either. I wonder 
why they don't like the nice, cool rain ?" 

"I know why children do not like the rain," said a little bird that had 
hopped up near to Rover. "They can not play in the rain." 

Biddy, the hen, called out to Spot: "Cat, it won't hurt you if you do get 
wet. I am sure you are always washing yourself with your tongue, and you 
don't seem to mind getting wet that way. If the children don't want to play 
in the rain they can go into the house. They can play there all they 
want to." 

"You are right, Biddy," said old Betsy, the cow. "The children should 
not call the rain bad. They ought to learn the old song my mother 
taught me: 

"Whether the sun shines overhead 
Or whether the rain comes down instead. 
Some one is glad to have it so. 
Whether it's sun or rain or snow." 

The little boy and the little girl hung their heads. They did not have 
a word to say, for they knew that the cow and the sheep and the hen 
were right. 

Soon the little boy and the little girl went into the house for breakfast, 
and while they were eating they told their father and mother «all the 
strange things they had heard in the barnyard. 

After they had eaten their breakfast, another big surprise was waiting 
for them. When they went to the door they found the rain had stopped 
and the sun was shining brightly once more. 

"Now we can have our picnic!" shouted the little boy. 

"Good-bye, rain, good-bye," said the little girl. 

"The rain is good, after all," said the little boy. 



256 



MANUAL FOR 



"Yes," said his father. "Cows and sheep like the rain, for they know 
it makes the grass green." 

"Hens and birds like it, too," said his mother. "Everyone should like 
the nice, cool rain." 

As they started off for the picnic, old Betsy raised her head above the 
fence and called out, "Moo, moo! The rain is good," and the little bird 
sang to them, "Goodi-bye ! Good-bye ! Have a good time down by the river. 
I will fly to the top of a tall tree and see how green the good rain has made 
all the grass." 

As the happy children went to the river for their picnic the tall grass 
seemed to say, "Good rain! Good rain!" The corn stalks waved their 
long arms in the wind and said, "Good rain ! " and the leaves on the trees 
laughed in the sunshine and said, "Good rain ! " 

"We will never call the rain bad again," said the little girl. "We will 
always remember the old song that Betsy's mother taught her: 

"Whether the sun shines overhead 
Or whether the rain comes down instead. 
Some one is glad to have it so, 
Whether it's sun or rain or snow." 



Second Step — Dramatization. 



Charactees 



corn 


grass 


leaves 


cow 


sheep 


loy 


girl 


father 


dog 


cat 


dove 


bird 


mother 


hen 


rain 



Scene 

A place for a corn field; a meadow; a house with yard and trees. 
Corn: Come, rain, come! It is so hot. 
Grass: Come, rain, come! It is so dry. 
Leaves: Come rain, come! Make us green again. 

Boy : Father, please take us down to the nice, cool river and let us 
have a picnic. 



ELSON-RUNKEL PRIMER 257 

Father: We will all go for a fine picnic to the river tomorrow. 
(The children go to bed; in the morning they wake up. 
They run to the barnyard.) 

Boy: See the bad, bad rain! It has spoiled all our fun. Now we can 
not go to the picnic. 

Girl: I do not like you, rain. You are not a good rain. Run away, 
rain, run away. We cannot play in the rain. 

(Children hear a noise in the barnyard and stop to listen. 
They are surprised to hear all the animals talking.) 

Cow: Moo, moo! Did you hear what our master's son called this good 
rain? He called it a bad, bad rain. Doesn't he know that the rain is good, 
and that it will make the dry grass in the fields grow green again and 
that it will make the corn grow tall? 

Sheep: Baa, baa! I like the good rain. 

Dog: Bow-wow! I like the rain, too. Come, rain, come, and make 
the fields and meadows green! 

Cat: Mew, mew! You can say what you please, but I don't like the 
rain. I don't like to get wet. Of course boys do not like the rain! 

Dove: Coo, coo! Girls do not like the rain, either. But I like the 
nice, good rain. 

Bird: I know why boys and girls do not like the good rain. They are 
like the cat. They do not want to get wet. 

Hen: Cat, it will not hurt you if you do get wet. I am sure you are 
always washing yourself with your tongue, and you do not seem to mind 
getting wet that way. If the children don't want to play in the rain they 
can go into the house. They can play there all they want to. 

Cow: You are right. The children should not call the rain bad. They 
ought to learn the old song my mother taught me: 

"Whether the sun shines overhead. 
Or whether the rain comes down instead. 
Some one is glad to have it so. 
Whether it's sun or rain or snow." 

(The children go into the house for breakfast. A dialogue may be 
worked out, telling lohat the children told their parents about ivhat they 
heard in the barnyard. After breakfast they come to the door.) 

Boy: Oh, see! The sun is shining! Now we can have our picnic. 

Girl: Good-bye, rain, good-bye. 



258 MANUAL FOR 

Bird: Good-bye, boy and girl, I will fly to the top of the tree. 
Corn: Good rain! 
Grass: Good rain! 
Leaves: Good rain! 

Mother: Everyone should like the nice, good rain. 
Boy: The rain is good, after all. 

Girl: We will never call the rain bad again. We will always remember 
the old song that Betsy's mother taught her: 

"Whether the sun shines overhead. 
Or whether the rain comes down instead. 
Some one is glad to have it so. 
Whether it's sun or rain or snow." 



Lesson 1. 

Third Step— Sentence, Phrase, and Word Development. Phonetics. 

Sentences 
This is what the boy said when he saw the rain. (See the rain.) 
Write the sentences on the board and have pupils read them. 
The girl said this : ( It is not a good rain. ) 
The boy and girl were out in the rain and were wet. 
The boy said this: (We are wet.) 

The girl did not like the rain and she said this : (Go away, rain.) 
What did the boy say? (Eain, you are not good.) 
This is why they did not like the rain. (We can not play in the 

rain.) 
What did the boy say? (Rain, rain, go away. We are wet.) 

Phrases 
is not a good rain* are not good* 

are wet* can not play* 

Go away* in the rain* 

Play Game N'o. 13, page 176, with cards from New Set IV. 



ELSON-RUNKEL PRIMER 



259 



Words 



Sight 








(Review) 


It 


not 


We 


(New) 


rain 


wet 


play 


Phonetic 








(New) 


go 







are 



Play Game No. 10, page 3 76. 

Phonetics 

See page 263. 

Lesson 2. 

Fourth Step — Reading Lesson. (Pupil's Haad Chart or Wall Chart, 
page 24). 



Boy: 


See the rain! 


Girl: 


It is not a good rain. 


Boy: 


We are wet. 


Girl: 


Go away, rain. 


Boy: 


Rain, you are not good. 


Girl: 


We can not play in the rain. 


Boy: 


Rain, rain, go away. 




We are wet. 



Have sentences read in answer to questions similar to those in 

Lesson 1. 
Then have it read as a dialogue. 



Lesson 3. . 

TMrd Step — Sentence, Phrase, and Word Development. Phonetics. 



260 MANUAL FOE 



Sentences 



Teacher will put sentences in parenthesis on the board and 

have them read. 
The cow said: (See the good rain.) 
The dog said: (I like to play in the rain.) 
Do boys like rain? 

The cat said: (Boys do not like rain.) 
Point to "do not like rain." 
Point to "do." 
Do girls like rain? 

The dove said: (Girls do not like rain.) 
Point to "do." 

The bird said : ( They can not play in the rain. ) 
Point to "can not play." 
Point to "in the rain." 
The hen said: (They can go into the house. They can play in 

the house.) 
Point to "can go," "can play," and "into." 
Then the cow said: (We like the rain. Do not go away, rain.) 
Point to "Do not go away." 
Point to "Do." 



PHRA.SES 

like to play Do not go away* 

do not like rain* like the rain 

can go into the house* can not play* 

can play in the house* 
Game No. 3, page 175. 





ELSON-HUNKT^IL PRIMER 






WOBDS 






Sight 


• 






(Eeview) 


good rain 


play 


go 




They We 


not 


away 


(New) 


do 







261 



Game No. 6, page 175. 



Phonetics 

See page 264. 



Lesson 4. 

Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 25). 



Cow: 


See the good rain. 


Sheep 


: I like the rain. 


Dog: 


I like to play in the rain. 


Cat: 


Boys do not like rain. 


Dove: 


Girls do not like rain. 


Bird: 


They can not play in the rain. 


Hen: 


They can go into the house. 




They can play in the house. 


Cow: 


We like the rain. 




Do not go away, rain. 



Have sentences read in answer to questions. 
Have the lesson read orally in dialogue form. 



2Q2 MANUAL FOR 

Lesson 5. 

Third Step — Sentence, Phrase, and Word Development. Phonetics. 

Sentences 
Put sentences in parenthesis on the board and have them read. 

The rain is going away and the girl said : ( Good-bye, rain, good- 
bye.) 

Who likes the rain? 

I am going to tell 3^ou about the cows and sheep. (Cows and 
sheep like the rain.) 

Point to "and." 

Who else likes the rain? 

(Hens and birds like the rain.) 

Point to "and." 

(Father and mother like the rain.) 

(Boys and girls like the rain.) 

The bird is going away. What does it say to the boy and girl ? 

(Good-bye, boy and girl.) 

Point to "and." 

Where does it say it will fly? (I will fly to the tree.) 

The rain is going away, too. What does it say? 

(Good-bye, boy and girl.) 

What does it say you may do? 

(You may play.) 

Find "may." 

What else does it say? ("I will not wet you.") 

Phrases 

Cows and sheep* will fly to the tree* 

Hens and birds* may play* 

boy and girl* will not wet you* 



ELSON-KUNKEL PRIMER 



363 



Sight 

(Review) 

CNew) 
Game No. 8, page 176. 



Words 

Good-bye 

play 

and 



ram 

wet 

may 



will 
you 



Pho.netics 
See page 264. 



Lesson 6. 

Fourth Step — Reading Lesson, 
page 26). 



(Pupil's Hand Chart or Wall Chart, 



Girl: 


Good-bye, 


rain, good-bye. 




Boy: 


The rain 


is good. 




Father 


: Cows and sheep like the 


rain. 


Mother: Hens and birds like the 


rain. 


Cow: 


The rain 


is good. 




Bird: 


Good-bye 


boy and girl. 






I will fly 


to the tree. 




Rain: 


Good-bye, boy and girl. 






You may 


play. I will not wet you. 



Read the sentences in answer to questions. 
Have the lesson read in dialogue. 



Lesson 7. 

Review phrases and words that have caused any difficulty. 
Game No. 9, page 176. 



364 MANUAL FOR 

Lesson 8. 

Eeview PupiFs Hand Chart or Wall Chart, pages 24, 25 and 26. 

Silent Reading Exercise 

Seat work in silent reading may well be given here, based on 
Card 4, New Set YII-A. 

Phonetics (g [hard], 6, and r) 
Lesson 1. 

From girl develop g. !N'ame other words beginning with g. 

(good, go, get, gate.) 
From no develop o and go. 

Lesson 2. 

Review rimes. 

Which words sound alike in the following: 

"Robin, Robin Redbreast." 

The top went round and round. 

The boy ran down the road. 

The rat will run away. 
From run develop r. 

Lesson 3. 

Review and drill on known consonants, c, d, m, h, n, I, h, f, iu, 

s, r. 
Game Ko. 9, page 176, with cards from Kew Set II. 

Lesson 4. 

Review at, 6w, e, o. 
Game No. 11, page 176. 



ELSON-RUNKEL PRIMER 265 

SUGGESTIONS FOR SUPPLEMENTARY WORK (rAIN) 

I. Supplementary Story. '^'Up in the Sky and Back/' by Kath- 
erine Orr in Half a Hundred Stories, Milton Bradley 
Company. 

II. Conversation. Eain. 

III. Poem. "Eain," by Carolyn S. Bailey in Stories and Rhymes 

for a Child, Milton Bradley Company. 

IV. Song. "Eaining and Clearing" in Lyric Music Primer, 

Scott, Foresman and Company. 

V. Occupation, (a) Free-hand cutting of umbrellas and rubbers. 
(&) Silent Eeading and Cra3^oning Cards, New Set VII-A, 
Card 4. To follow page 26 of the Pupil's Hand Chart or the 
Wall Chart. 



THE CAT AND THE MOUSE 
(Days 37-30) 

First Step — The Oral Story. 

Once upon a time a little gray mouse and. a big white cat lived in a barn. 
The mouse lived in a snug hole in the wall of the barn. Every time she 
left the snug hole to play or to get some corn for her dinner, the big white 
cat would try to catch her. Then the little gray mouse would run back 
and hide in the hole. "I do not like the cat," she would say. "She will 
not let me go out to find my dinner. I can not play in the barn. I must 
find another home." 

One day the little gray mouse saw the big white cat sitting just outside 
the hole waiting for her to come out. "Oh, Big White Cat," cried the 



266 MANUAL FOR 

little mouse, "why do you try to catch me? I never do you any harm. 
Let us be friends. I only go out to get some corn for my dinner. Even 
a little mouse must have food to eat, you know. Let us be friends." 

"Cats must have food to eat, too, Little Mouse," answered the cat. "You 
try to get corn for your dinner. I try to get you for my dinner. Isn't 
that fair?" 

The little mouse did not know what to say. She thought and thought, 
until by and by she thought of a plan. So she called out, "Oh, Big White 
Cat, what you say is true. You do need food for your dinner. But why 
can't you take milk for your dinner instead of eating me?" 

"I can't get any milk," answered the cat. "But if you can get me some 
milk for my dinner, I will not try to catch you any more. After that we 
will be good friends." 

The little mouse did not wait to hear any more. Off she ran to the cow 
as fast as her four little legs would take her. 

"Please, Cow," she said, "give me some milk to take to the big white 
cat. Then she will be my friend. The cat must have food for her dinner. 
Will you give me some milk?" 

"Little Mouse," said the cow, "I must have food for my dinner, too. 
Go to the farmer and get me some hay. Then I will give you some milk." 

So the little mouse ran to the farmer as fast as her four little legs 
would take her. 

"Please, Farmer," she said, "give me some hay to take to the cow. Then 
she will give me some milk. I will give the milk to the big white cat, and 
she will not try to catch me any more. She will be my friend." 

"Here is the hay. Little Mouse," said the farmer. 

"Oh, thank you. Farmer, thank you!" said the little gray mouse. 

Away she ran to the cow with the hay as fast as her four little legs 
would take her. 

. "Here, Cow," she said, "is some nice hay for your dinner. Now will 
you give me some milk?" 

"Moo, moo," said the cow. "Yes, Little Mouse; here is some milk." 
And she gave a bowl of nice, fresh milk to the little gray mouse. 

"Oh, thank you. Cow, thank you!" said the little gray mouse. 
• Away she ran with the milk to the cat as fast as her four little legs 
would take her. 



ELSON-RUNKEL PRIMER 267 

"Here is some nice fresh milk, Big Wliite Cat," said the little mouse. 
"Now will you be my friend?" 

"Thank you, Little Mouse," said the cat. "This milk is good. It will 
make a fine dinner for me. Now we will be friends. I will never try to 
catch you again." 

And ever since then the big white cat and the little gray mouse have 
been friends. — Old Tale. 



Second Step — Dramatization. 

Characters 
Cat Mouse Cow Farmer 

Scene 

A cat in a ham; a mouse in a hole; a cow in the barnyard ; a farmer 
moioing hay. 

(The mouse looks out of the hole and sees the cat.) 

Mouse: Oh, Big White Cat, why do you try to catch me? Let us be 
friends. I only go out to get some corn for my dinner. I must have food 
to eat. Let us be friends. 

Cat: I must have food to eat, too. Little Mouse. You try to get corn 
for your dinner. I try to get you for my dinner. Isn't that fair? 

Mouse: What you say is true. You need food for your dinner. Why 
can't you take milk for your dinner instead of eating me? 

Cat: I can't get any milk. If you can get me some milk for my 
dinner, I will not try to catch you any more. After that we will be good 
friends. 

(The little mouse runs to the cow.) 

Mouse: Please, Cow, give me some milk to take to the big white cat. 
Then she will be my friend. The cat must have food for her dinner. Will 
you give me some milk? 

Cow: I must have food for my dinner, too. Little Mouse. Go to the 
farmer and get me some hay, then I will give you some milk. 
(The mouse runs to the farmer.) 



268 MANUAL FOR 

Mouse: Please, Farmer, give me some hay to take to the cow. Then 
she will give me some milk. I will give the milk to the big white cat and 
she will not try to catch me any more. She will be my friend. 

Farmer: Here is the hay, Little Mouse. 

Mouse : Oh, thank you, Farmer, thank you ! 

(The mouse runs to the cow.) 

Mouse: Here, Cow, is some nice hay for your dinner. Now will you 
give me some milk? 

Cow: Moo, moo! Yes, Little Mouse. Here is some milk. 
(The cow gives the mouse a hoivl of milk.) 

Mouse: Thank you, Cow, thank you. 

(The mouse runs to the cat.) 

Mouse: Here is some nice fresh milk. Big White Cat. Now will you 
be my friend? 

Cat: Thank you, Little Mouse. This milk is good. It makes a fine 
dinner for me. Now we will be friends. I will never try to catch you 
again. 

Lesson 1. 

Third Step — Sentence, Phrase, and Word Development. Phonetics. 

Sentences 
Where did a white cat sit? (A white cat sat in a barn.) 
Point to the picture of the barn. (Card 14, New Set I.) Point 

to the word "barn." 
What did she see? (She saw a mouse.) Point to mouse. 
Find the picture of the mouse. Card 18, New Set I. 
What did the mouse see? (The mouse saw the cat.) 
This is what \he mouse said: (I do not like you.) (I can not 

play in the barn.) 
Why did the mouse want to go away? 
The mouse said : ( I can not go to find a dinner. ) 
Point to "can not go." 
Point to "find a dinner." 
Which word is dinner? 
Read all the sentences. 



ELSON-RUNKEL PRIMER 



269 



A white cat 




do not like you* 


sat in a barn* 




can not play* 


saw a little mouse* 




can not go* 


saw the cat* 




to find a dinner* 


The mouse said* 




do you like milk* 


Game No. 31, page 180. 






WOBDS 




Sight 






(Review) white 


sat 


She saw 


little 


play 


find 


(New) barn 


do 


mouse dinner 


Game No. 12, page 176. 






Phonetics 




See page 


) 273 





Lesson 2. 

Third Step — Sentence, Phrase, and Word Development. 



Phonetics. 



Sentences 
What do cats like? (Cats like milk.) 
Which word is "milk"? i 

One day the mouse said to the cat, ("Cat, do you like milk?") 
Point to milk. 

What did the cat say? (The cat said, "Yes, I like milk.") 
This is what the mouse said: 

(I will go to the cow.) 

(She will give me milk.) 

(I will give the milk to you.) 
Read all the sentences. 



270 



MANUAL FOR 
Phrases 



like milk 

will go to the cow* 
to you 
Gaiiie No. 31, page 180. 

Words 
Sight 

(Eeview) Yes will 
give me 
(New) milk 

Game No. 15, page 176. 

Phonetics 

See page 273. 



The cat said* 
will give me milk* 
will give the milk* 



go 



she 



Lesson 3. 

Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 27) . 



A white cat sat in a barn. 

She saw a little mouse. 

The mouse saw the cat. 

The mouse said, "I do not like you. 

I can not play in the barn. 

I can not go to find a dinner. 

Cat, do you like milk?" 

The cat said, "Yes, I like milk." 

The mouse said, "I will go to the cow 

She will give me milk. 

I will give the milk to you." 



Have the sentences read silently in answer to questions. 
They may later be read orally. 



ELSON-RUNKEL PRIMER 



271 



Lesson 4. 

Third Step — Sentence, Phrase, and Word Development. Phonetics. 

Sentences 

Where did the mouse run? (The mouse ran to the cow.) 

Point to "ran to the cow.'^ 

Which word is "ran"? 

What did she say? (Will you give me some milk?) 

What do you think the cow did? (She gave some milk to the 

mouse.) 
Point to "gave some milk." 
Which word is "gave"? Which is "some"? 
To whom did the mouse run? (The mouse ran to the cat.) 
What did she do with the milk? (She gave the milk to the cat.) 



Phrases 



ran to the cow* 

will you give me milk* 

gave some milk* 



ran to the white cat* 
She said* 



Words 



Sight 



(Review) 


cow 


She 


said 


give 




me 


Moo 


milk 


yes 


(New) 


some 


gave 






metic 
(Eeview) 


go 








(New) 


ran 










Phonetics 








See 


page 273. 







272 



MANUAL FOR 



Lesson 5. 

Third Step— Sentence, Phrase, and Word Development. Phonetics. 

Sentences 
Eeview Lesson 4. 

Put sentences on the board. 

When the mouse gave the milk to the cat the cat said : 
"I like you, Mouse. 

You may play in the barn. 

You may go to find a dinner." 
Eead all the sentences. 



The cow said* 
may play* 



Phrases 



may go* 

to find a dinner* 



Sight 
(Review) 



you 



Words 

like 
find 



may play 
dinner 



Phonetics 
See page 273. 



ELSON-RUNKEL PRIMER 273 

Lesson 6. 

Fourth Step — Reading Lesson, (Pupil's Hand Chart or Wall Chart, 
page 28.) 



The 


mouse ran 


to the 


cow. 


She 


said, 


"Will you give me milk?" | 


The 


cow 


said, 


"Moo, 


moo! Yes, yes." 


She 


gave 


some 


milk to the mouse. 


The 


mouse ran 


to the white cat. 


She 


gave 


the milk to 


the cat. 


The 


cat said, ' 


I like 


you. Mouse. 


You 


may 


play 


in the 


barn. 


You 


may go to find 


a dinner." 



Lesson 7. 

Eeview phrases and words in Lessons 1, 2, 3, 4, 5, and 6. 
Lesson 8. 

Review pages 27 and 28, Pupil's Hand Chart or Wall Chart. 

Silent Reading Exercise 
Seat work in silent reading may well be given here, based on 
Card 5, New Set VII-A. 

Phonetics (an) 
Lesson 1. v 

Review the following consonants: 

m, h, s, I, c, d, n, f, w, h, g, r. 
Game No. 11, page 176. 
Lessons 2 and 3. 

From can develop an and the following words : 
man fan ran plan 
Lesson 4. v 

Review the following phonograms : 
at, an o, 6w, ay. 
, Game No. 17, page 177. 



274 MANUAL FOR 

SUGGESTIONS FOR SUPPLEMENTARY WORK (CATS AND MICE) 

I. Supplementary Story. "The Tale of the Littlest Mouse," 

Anne Guilbirt Mahon in For the Children s Hour, Milton 
Bradley Company. 

II. Conversation. Cats and mice. 

III. Poem. "Some Little Mice," Mother Goose; "The City 

Mouse and the Country Mouse," Christina G. Eossetti. 

IV. Song. "Pussy Cat and the Mouse." Walker and Jenks in 

Songs and Games for Little Ones, Oliver Ditson Company. 

V. Song Game. "Pussy Cat and the Mouse," by Caroline Craw- 

ford in Dramatic Games and Dances for Little Children, 
A. S. Barnes Company. 

VI. Occupation, (a) Seat Work Sentence, Phrase, and Word 

Cards, New Set VI, Card 4, The Cat and the Mouse. 
Lesson 1. To follow page 37 of PupiFs Hand Chart or Wall 

Chart. See Suggestions, page 208. 
Lesson 2. To follow page 28. 
Lesson 3. To follow page 29. 
Game 56, page 183. 
(&) Silent Eeading and Crayoning Cards, New Set VII- A, 

Card 5. To follow page 28 of the Pupil's Hand Chart or the 

Wall Chart. 



THE THREE EABBITS 
(Days 31-34) 

First Step— The Oral Story. 

One morning, very early, I saw three rabbits with long, soft ears and 
bright, pink eyes, talking together. 

"I'm going away to find a home," said the first rabbit. 

"We will go with you," said the others. 



ELSON-RUNKEL PRIMER 275 

"We must have grass," said the first rabbit. 

"We must have plenty of carrots," said the second rabbit. 

"We must try to find a kind little girl," said the third rabbit. 

So off they ran down the road. They did not stop until they came to a 
garden gate, wide open, and in they ran. 

Inside the gate there was green grass, and beyond it a patch of carrots. 
But just then they heard a cross little girl saying, "I will dig up the 
flowers! I won't keep my wagon in the path! I will get my apron dirty 
if I please!" 

"Ah!" said the first rabbit, as he pricked up his ears. "This would not 
be a good place to live." 

So the little rabbits ran on down the road, hunting for a good garden, 
where they might make their home. 

After a long time, when the sun was dropping down behind the clouds 
and it was nearly night, the three rabbits came running along to another 
garden. The gate was wide open, and they looked inside. There they saw 
wonderful things — clumps of clover, and patches of parsnips, and full- 
grown cabbages and carrots and green grass. 

As the three rabbits saw all the lovely green things, there came a little 
voice from the garden, as sweet as music: 

"Mother, I've finished all the sewing, and I watered the fiowers, and I 
picked up all my toys. Is there anything else to do?" 

"This is a good garden. This is a kind little girl," said the three rab- 
bits, hopping in through the gate. "Here we come, little girl!" 

The little girl ran to her mother, "Oh, mother, see the rabbits in the 
garden." 

Her mother said, "See them play. Give them some dinner, daughter." 

The little girl gave them some dinner. 

So the three rabbits, with long, soft ears, and bright, pink eyes, lived 
with the little girl and played with her, and had all the green grass and 
carrots and clover they could eat. 

— Carolyn S. Bailey in Little Animal Stories. 

Second Step — Dramatization. 

Charactees 
Three rahhits Two girls Mother 

Scene 
The rahhits going doion a road. Ttoo gardens. 
First Rabbit: I am going away to find a home. 
Second and Third Rabbits: We will go with you. 



276 MANUAL FOR 

First Rabbit: We must have grass. 

Second Rabbit: We must have plenty of carrots. 

Third Rabbit: We must try to find a kind little girl. 

(They run down the road until they come to a garden.) 
First Girl: I will dig up the flowers! I M^on't keep my wagon in the 
path! I will get my apron dirty if I please! 

First Rabbit : Ah ! This would not be a good place to live. 

(They run doivn the road until they come to a second garden.) 
Second Girl: Mother, I've finished all the sewing, and I watered the 
flowers, and I picked up all my toys. Is there anything else to do? 

Three Rabbits: This is a good garden. This is a kind little girl. Here 
we come, little girl! 

(And into the garden they go.) 
Second Girl: Oh, mother, see the rabbits in the garden. 
Mother: See them play. Give them some dinner, daughter. 
(The little girl gives them some dinner.) 

Lesson 1. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Find the picture of a rabbit. (Card 8, New Set I.) How many 
rabbits were there? 

Sentences 
What did three rabbits do? (Three rabbits ran away.) 
Point to ^'rabbits." 
Point to "ran away." 

What did the rabbits see? (The rabbits saw a garden.) 
Which word is "rabbit"? 
Point to "saw a garden." ' 

Which word is "garden" ? 

This is what the rabbits did : (They ran into it.) 
Read it. 

Whom did the rabbits see ? ( The rabbits saw a little girl. ) 
This is what the rabbits said: (We do not like you. You are 

not a good girl.) 
Read the two sentences. « 

What did the rabbits do? (They ran away.) 



ELSON-RUNKEL PRIMER 
Phrases 



277 



Three rabbits 






ran into it* 


ran away* 




- 


saw a little girl* 


ran and ran* 






do not like you* 


saw a garden 






are not a good girl 


Game No. 22, page 


178. 


WOEDS 




Sight 








(Review) 




Three 
They 


ran away 
not 



(Combined) into 
(New) rabbits 

Game No. 16, page 177. 



garden 



Phonetics 
^ See page 280. 

Lesson 2. . . 

Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 29.) 



Three 


rabbits ran 


away. 


They 


ran and ran. 




The rabbits saw a 


garden. 


They 


ran into it. 




The rabbits saw a 


little girl. 


They 


said, "We do not like you. 


You are not a good girl." | 


They 


ran away. 





Read these sentences in answer to questions. 



278 MANUAL FOR 

Lesson 3. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Proceed as in Lesson 1. 

Phrases 

ran away* They said 

saw a good garden* are a good girl* 

ran into it* like the garden* 

saw a little girl* will play in it* 
Game No. 13, page 177. 

Words 
8ight 

(Review) rabbits They garden 
We saw play 

Game No. 23, page 178. 

Phonetics 
See page 280. 

Lesson 4. 

Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 30). 



The rahbits ran and ran. 

They saw a good garden. 

They ran into it. 

The rabbits saw a little girl. 

They said, "We like you, little girl. 

You are a good girl. 

We like the garden. 

We will play in it." 



Ask questions about each sentence and have children read for 
the answer. 



ELSON-RUNKEL PRIMER 379 

Lesson 5. 

Third Step — Sentence, Phrase, and Word Development : Phonetics : 

Sentences 

What did the little girl see in the garden? (The little girl saw 

the rabbits.) 
Whom did she call? 
This is what she said : (Mother, mother ! See the white rabbits ! 

They are in the garden.) 
The mother said to see them do what? (See them play.) 
Which word is "them." 

She told the little girl to give them some dinner. 
• Can yon read this: (Give them some dinner.) 

What did the girl do? (The girl gave them some dinner.) 
Point to "gave them some dinner." 
Which word is "them." 

Phrases 

The little girl See them play* 

saw the rabbits* Give them some dinner* 

the white rabbits* some dinner 

The mother said* gave them some dinner* 

Game N"o. 21, page 178. 

Words 

Sight 

(Review) rabbits garden 
(N"ew) them 



280 



MANUAL FOR 



Lesson 6. 

Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, 
page 31.) 



The little girl saw the rabbits. 

She said, "Mother! Mother! 

See the white rabbits! 

They are in the garden." 

The mother said, "See them play. 

Give them some dinner." 

The girl gave them some dinner. 



Eead these sentences in answer to questions. 

Lesson 7. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 
Eeview phrases and words in Lessons 1, 2, 3, 4=, 5, and 6. 

Silent Eeading Exercise 
Seat work in silent reading may well be given here, based on 
Card 6, New Set VII-A. 

Phonetics 
See below. 

Lesson 8. 

Fourth Step — Reading Lesson, (Pupil's Hand Chart or Wall Chart, 
page 31.) 

Eeview pages 29, 30, and 31. 

Phonetics 
Lessons 1 and 2. 

Eeview the following consonants : 

^, Cj d, f, g, h,l, m, n, r, s, w. 
Play Game Ko. 9, page 176, with cards of New Set II. 



ELSON-RUNKEL PRIMER 281 

Lessons 3 and 4. 

Eeview the at phonogram : (bat, cat, fat, hat, mat, rat, sat.) 

Review the phonogram : (no, go, so.) 

Eeview the ow phonogram: (cow, bow, how, now, row, plow.) 

Review the e phonogram : (he, me, she, be, we.) 

Review the an phonogram : (can, man, fan, ran.) 

Game No. 17, page 177. 

SUGGESTIONS FOR SUPPLEMENTARY WORK ( RABBITS ) 

I. Supplementary Story. "The Little King's Rabbits.'' Maud 
Lindsay in A Story Garden, Lothrop, Lee and Shepard, 

11. Conversation. Rabbits. 

III. Poem. "Ten Rabbits." St. Nicholas, Vol. 34. 

IV. Song. "The Little Rabbit," Song Booh II, Churchill- 

Grindell. 

V. Song Game. "The Little Rabbits," by Caroline Crawford in 
Dramatic Games and Dances for Little Children, A. S. 
Barnes Company. 

VI. Occupation, {a) Seat Work Sentence, Phrase, and Word 

Cards, New Set VI, Card 5. The Three Rabbits. 
Lesson 1. To follow page 29 of Pupil's Hand Chart or Wall 

Chart. Follow directions previously given. 
Lesson 2. To follow page 30. 
Lesson 3. To follow page 31. 
(6) Silent Reading and Crayoning Cards, New Set VII-A, 

Card 6. To follow page 31 of the Pupil's Hand Chart or the 

Wall Chart. 

VII. Project. Make a poster. 



282 



MANUAL FOR 



GENEEAL KEVIEW (for classes that need it) 
(Days 34-40) 

Eeview stories and dramatizations given in preceding lessons, as 
well as the chart, the words^ and the phonetics. 
Eefer to the summary on the following page. 

SUMMAEY OF PAET THEEE 
Phonetics 

Vowels 
e, 

Consonants 
m, 1), s, I, c (hard), d, n, f, w, h, g (hard), r 





Phonograms 






at, 6w, an 






Endings 






s (plural) 






Blends 




< 


Words 

(Nouns) 




mother 


dog moo 


mouse 


father 


hen baa 


dinner 


boy 


sheep cluck 


milk 


girl 


cow mew 


rabbit 


tree 


dove bow-wow 


garden 


house 


nest coo 




bird 


eggs rain 




cat 


good-bye barn 





ELSON-RUNKEL PRIMER 283 







(Verbs) 




find 


likes 


will 


go 


saw 


are 


give 


do 


fly 


sat 


run 


may 


is 


said 


can 


ran 


sees 


flew 


play 
(Adjectives) 


gave 


little 


•two 


white 


some 


one 


three 


wet 

(Articles) 
a the 

(Pronouns) 




me 


I 


they 


you 


it 


she 


we 


them 


. 


' 


(Prepositions) 




in 


to 


> 




' 




(Adverbs) \ 




away 


not 


no 

(Conjunctions) 
^nd 


yes 



PART FOUR 

PRIMER WORK 

CHART SHOWING WORD AND PHONETIC DEVELOPMENT 



Story 


Pages 

(In Primer) 


Sight Words 


Phonetic 
Words 


Phonetics 


The Cat's Dinner 


7- 10 


Alice come kittens 
went for 


too 


t 
oo 


Spot's Kittens 


11- 13 


Spot my black 
has four was 
were sleep 


gray 
day 


ay 

and 

ed (ending) 


Alice and Her 
Kitten 


14- 16 


basket what 
guess her 




k 


What Was in the 

Nest 


17- 20 


pretty on 
from blue 
there after sang 
looked soon could 




ee 
tr 


The White Dove 


21- 25 


wings don't wish 
had want wool 
warm horse rides 
all happy am 


keeps 


eep 
si 


The Jay and the 
Dove 


26- 27 


where Mr. of 
that far Mrs. 
get 


Jay land love 
how above 


J 
ove 


Bobbie and the 
Apples 


28- 35 


Bobbie apples any 
morning have who 
tell thank farmer 
with bag full 
did bring 


his he 




Alice and Her 
Mother 


36- 43 


sister meadow must 
make master leave 
alone your oh 
home their playmate 
fast 


sing 
corn 
take 
asleep 


ing 
ake 
orn 


Little Boy Blue 


44- 46 


blow under 
haycock up 


horn 
wake 




Little Bo-Peep 


47- 49 


lost tails 
hear 


Bo-Peep 
behind 


md 


Baa. Baa. Black 
Sheep 


50- 52 


sir dame 
lives coat 


lane 


ane 
Final e 


The Pig's Dinner 


53- 56 


pig down road 
flowers red chickens 
eat stop out back 


came wee 
by 


ame 

y 

fl 



284 



ELSON-RUNKEL PRIMER 



285 



Piggy Wig's 
House 


57- 60 


Piggy Wig cut fill 
Codf-a-doodle-doo 
made goose 


woods cracks 
say Jack 


ood 

ack 
cr 


The Little Pig 


61- 67 


once feet round 
eyes heard nose 
smell mouth 
something 


pen found 
ears hear 


ound 
ear 
th 
en 


Little Rabbit 


68- 69 


clovers 


now so be 
big then 


ig 


Jack Rabbit's 
Visit 


70- 72 


squirrel hole nuts 
along floor us 


ground at 
sit 


it 


Bobbie Squirrel's 
Tail 


73- 75 


coming Brown Owl 
swept covered next 
winter put night 


shells 
dear 


ell 


Ned Visits 
Grandmother 


76- 84 


cart him cookies 
yard bread drank 


Ned 

grandmother 

ate 


ed 
ate 


Little Owl 


86- 91 


took whoo 


name 
kind would 


ould 


What Brown 
Pussy Saw 


92- 93 


pussy 






The Brook 


94- 95 


both tirili 
tumbled still 


brook ting 
sight 


ight 
ook 
br 


The Windmill 


96- 99 


windmill water 
help 


mill 


ill 


Who Likes North 
Wind? 


100-104 


north cold let 
hurrah 


man snow 
hill 


6w 
sn 


How Patty Gave 
Thanks 


106-110 


about Patty patted 


know 


kn 
out 


The Little 
Christmas 
Tree 


111-116 


upon Christmas 
branches sleigh 
jumped 


other 


other 


Our Flag 


117 








The Easter 
Rabbit 


118-123 


Easter stopped 
Ray 


let 


et 


In the Barn Yard 


124-128 


pony sick 
galloping 






Alice and the 
Bird 


130-133 


doll cheer 


bed shut 


ut 


Dark Pony 


139-140 


dark Sleepytown 
Noddy Niddy 







ELSON-RUNKEL PRIMER 287 

THE CAT'S DINNEE 

First Step — The Oral Story. 

One morning my big kitty, with her three little kittens, sat by the porch. 
We call her ''Black Kitty," but she has some white spots on her thick, 
warm coat. Just then my sister Alice and I saw her. "See the cat. See 
the kittens," said Alice. "They look hungry. Let's take them into the 
house and give them some milk. Come, cat, come! Come, kittens, come!" 
But Black Kitty said, "Mew, mew. No, thank you, little girl. We do 
not need milk today. This is hunting day, and I am going to teach my 
kittens to hunt for their dinner." 

■ So Black Kitty led her three little kittens down the road until they 
came to a big orchard where they could hunt for something to eat. A 
plump little bird would make a nice dinner. And sure enough, there was 
one sitting on a branch of the great old apple tree by the well. Black 
Kitty saw the bird and the little kittens saw it, too. Black Kitty twisted 
her ears and straightened out her back and looked right at the little bird, 
as she thought of the fine dinner it would make. But the bird saw Black 
Kitty; it saw the kittens, too. Away it flew, and all the leaves in the 
orchard rustled . together, whispering, "Nothing here for Black Kitty ; 
nothing here for little kittens." 

Then Black Kitty said, "Come, kittens! We must hunt somewhere else 
for our dinner. Come to the barn." So they went to the barn, for Black 
Kitty thought that she could find a mouse there for dinner. Black Kitty 
sat down near a dark hole in the wall. She sat there so long that she 
hardly knew whether she was awake or asleep, listening, listening, listen- 
ing. The three little kittens sat still, too, listening, listening, listening. 
They wanted to learn how to hunt for their dinner. At last Black Kitty 
saw a little mouse come creeping and peeping along. Black Kitty crouched 
down very low and waited for the mouse to come a little nearer. But the 
mouse saw Black Kitty and ran back into the hole before she could catch 
her. And then Black Kitty heard the soft breeze that came through the 
barn window, sighing over and over, "Nothing here for you-o-o; nothing 
here for you-o-o." 

"Mew, mew, Mother," said the kittens. "We are hungry. Where can 
we go now to hunt for our dinner?" 

But Black Kitty said, "We will not hunt any more today. This isn't 
a good hunting day, after all. We will go to the house, and ask the chil- 



288 MANUAL FOR 

dren for milk." So Black Kitty went to the house. The kittens went, 
too. When we saw them coming Alice said, "Come, cat, come! Come, 
kittens, come! Something here for you!" Then we gave them a big pan 
full of milk for dinner. And as they lapped up the milk with their little 
red tongues, the three kittens said, "Mew, mew, Mother ! The house is the 
best place to hunt in." 

— Lillian M. Allen in Story-Telling Time. 



Second Step — Dramatization. 

Characters 
Black Kitty Mouse Trees Boy 

Three Kittens Bird Breeze Girl 

Scene 
Black Kitty and Tier kittens near the porch. An orchard. A harn. A 
house. 

Girl: See the cat. See the kittens. They look hungry. Let's take 
them into the house and give them some milk. Come, Cat, come. Come, 
Kittens, come. 

Black Kitty: Mew, mew. No, thank you, little girl. We do not need 
milk today. This is hunting day, and I am going to teach my kittens to 
hunt for their dinner. Kittens, come with me and we will go to the orchard 
to see if we can find something to eat. 

(They go down the road to the orchard. They see a Utile 
tird in a tree. The bird sees them and flies aioay.) 
Trees: Nothing here for Black Kitty. Nothing here for little kittens. 
Black Kitty: Come, Kittens! Come to the barn. 

(They go to the tarn and Black Kitty sits down near a hole 
in the wall. She sees a mouse and runs to get it, hut the 
mouse runs aioay.) 
Breeze: Nothing here for you-ot-o. Nothing here for you-o-o. 
Black Kitty: Come, Kittens! We will go to the house. 

(They go to the house.) 
Boy: Come, Cat, come! 
Girl: Come, Kittens, come! 

Boy: Come, Cat, come! Something here for you. > 

(The hoy gives them a dish of milk.) 



ELSON-RUNKEL PRIMER 289 

Lesson 1. (Primer, page 7.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Look at the picture (page 7). 

What do you see ? 

What did Alice say? (Alice said, "Come, cat.") 

What else did she say? (Come to dinner.) 

What did the cat say? (The cat said, "No. We will find a 
dinner.") 

^. ■'•' Sentences . 

Alice said, "Come, cat. 
Come to dinner." 
The cat said, "No. 
We will find a dinner." 



Phrases 
Alice said* will find a dinner* 
Come to dinner* The cat said* 


Sight 

(Eeview) 
(New) 


Words 

to dinner said will find 
Alice Come 


Phonetic 




(Eeview) 


cat we 



Teacher will write (and print) words on the board as given, and 
drill on them. Game No. 10, page 176. 

Phonetics* 
Review the following consonants : 

m^ I, h, h, s, c, d, n, f, w, r, g. 
Game No. 9, page 176. 

* One phonetic lesson is planned for each day. See "Word Control Through 
Phonetics," page 156, and "Practical Suggestions," pages 159 ff. 



290 MANUAL FOK 

Fourth Step — Reading Lesson. (Primer, page 7.) 

Lesson 2. (Primer, page 8.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
What did the eat see ? (The cat saw a bird.) 
What did the kittens see? (The kittens saw a bird.) 
Change "bird" to "it" and have sentence given again. 
Teacher will develop too phonetically from "moo." 
'Now add "too" and have sentence read. 
What did the bird see? (The bird saw the cat.) 
What else did it see ? (Kittens.) 
What shall we nse instead of "bird" ? (It.) 
Eead this story : It saw the kittens, too. 
What did the bird do ? (The bird flew away.) 
Teacher will have sentences re-written and printed as given. 
Now, who will read all? 

Phrases 
What did the cat see? (A bird,) 
What did the kittens see? (A bird.) 
What did the bird see? (The cat.) 
What did the bird do? (Flew away.) 
saw a bird* saw the kittens* 

saw it, too* flew away* 

Words 

flew away 



Sight 




(Eeview) 


cat saw bird it 


(New) 


kittens 


Phonetic 




(Eeview) 


cat 


(New) 


too 


rill on words. 


Game No. 30, page 178. 



ELSON-RUNKEL PRIMER 291 

Phonetics {t, oo) 
From to develop t. 
From moo develop oo and too and coo. 

Fourth Step — Reading Lesson. (Primer, page 8.) 

Lesson 3. (Primer, page 9.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 
Also sentences in Primer, page 9. 

Pheases 
The teacher will write or print all answers to the following 
questions : 

When the cat could not get the bird, what did she say ? 

(Come, kittens.) 
Where did they go? (To the barn.) 
What did the cat see ? (A mouse.) 
What did the mouse see ? (The cat.) 
What did the mouse do ? (Ran away.) 
Drill on words and phrases. 

Come to the barn* ran away* 
went to the barn* saw the cat 
saw a mouse* 

Words 
Sight 

(Review) said Come to mouse saw 

(New) went barn kittens away 
Phonetic 

(Review) cat ran 

Phonetics 
(Review) at, an. ; ^' ; 1; 



292 MANUAL FOR 

Fourth Step — Reading Lesson. (Primer, page 9.) 

Lesson 4. (Primer, page 10.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 

Build sentences, using the words listed below, also sentences in 
Primer, page 10. 

Phbases 

went to the house* gave them milk for dinner* 

We said* 

Words 
Sight 

(Eeview) gave said went milk dinner 

come too them house 
(New) for 

Game No. 8, page 176. ' 

Phonetics 
Eeview e, o, oo, at, an, 6w. 
Game No. 7, page 176. 

Fourth Step — Reading Lesson. (Primer, page 10.) 

For review and to get the connected thought, teacher will have 
pupils read pages 7, 8, 9, 10. Follow this plan in all succeeding 
stories. 

Silent Reading Exercise 
Seat work in silent reading may well be given here, based on 
Card 7, New Set VII-A. 



ELSON-RUNKEL PRIMER 393 

SUGGESTIONS FOR SUPPLEMENTARY WORK 

Occupation, (a) Seat Work, Sentence, Phrase, and Word Cards, 
New Set VI, Card 6. The Cat's Dinner. 

Lesson 1. To follow page 7 in the Primer. Follow the direc- 
tions given on page 203. 

Lesson 2. Lesson 3. To follow page 9. 

Lesson -i. To follow page 10. 

(b) Silent Reading and Crayoning Cards, New Set VII-A, 
Card 7. To follow page 7 of the Primer. See suggestions on 
page 218. 



SPOT'S KITTENS 
First Step— The Oral Story. 

Would you like to hear about my cat Spot ? She is a beautiful cat, with 
blue eyes and a black coat spotted with white. That is why we call her 
Spot. When we want her to come to her dinner we say, "Come, Spot, 
come." I like Spot and Spot likes me. 

Spot has four kittens. One kitten is white, one kitten is black, one kitten 
is gray, and one kitten is like Spot — black and white. Spot used to keep 
her kittens on a carpet bed under the kitchen doorstep. When Spot chose 
this place, she thought it would be a safe and comfortable home for her 
little ones. Here the little white kitten, and the little black kitten, and 
the litle gray kitten, and the little black and white kitten ran and played 
and had all the fun they could want. 

But one day the rain came. Down poured the water through a crack 
between the doorstep and the house, and poor Spot found that she and 
her babies were getting wet. "Mew, mew!" she cried. "We are wet! 
We are wet!" As we sat in the house we heard Spot mewing in a very 
loud voice just outside the kitchen door. Spot and her little family were 



294 



MANUAL FOR 



trying to get in out of the cold rain. We opened the door in a hurry 
and took Spot into the house. We took the kittens, too. We put them on 
a mat by the kitchen stove. Before long the heat of the fire had dried 
their fur and they all went to sleep. After the storm was over we made 
another bed for them in a place where the rain could not come, and Spot 
had no more trouble in bringing up her family. 

— Josephine Jaevis in In the Child's World. 



Second Step — Dramatization. 
Lesson 1. (Primer, page 11.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 

Build sentences, using the words listed above, also sentences in 
Primer, page 11. 

Phrases 
is my cat is black and white* like Spot likes me* 



Words 



Sight 



(Eeview) is and white come like 
(New) Spot my black 

Phonetic 

(Eeview) she me 

Game N"o. 16, page 177. 



Phonetics 
Eeview e inhe, we, she, me. 



ELSON-RUNKEL PRIMER 295 

Fourth Step — Reading Lesson. (Primer, page 11.) 

Lesson 2. (Primer, page 12.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 

Build sentences, using the words listed below, and the sentences in 
Primer, page 12. 

Phbases 

has four kittens* is white* see a gray kitten* 

One kitten is black* is like Spot* 



Words 

Sight 

(Eeview) Spot kittens one see like 
(New) has four ' 

Phonetic 

(Eeview) too 
(New) gray 

Game No. 19, page 178. 

Phonetics {ay, gr, and) 

From may develop ay and the following words : 

hay day gay hay lay Ray say gray 
From gray develop gr. 
From an and d develop and. 
Game No. 17, page 177. 



S96 MANUAL FOR 

Fourth Step— Reading Lesson. (Primer, page 12.) 

Lesson 3. (Primer, page 13.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 





Phrases 




One day* 


were wet* 


went into the house* 


was wet* 


are wet* 
Words 


went to sleep* 


Sight 






(Eeview) rain 


wet said 


mew are into 


(New) house 


They went 


was were sleep 


Phonetic 






(jSTew) day 







Phonetics {ed — ending) 
Eeview ay. 
Develop the ending ed, as in rained and played. 

Fourth Step — Reading Lesson. (Primer, page 13.) 

Occupation. Seat Work, Sentence, Phrase, and Word Cards, 

New Set VI, Card 7. Spot's Kittens. 
Lesson 1. To follow page 11 of the Primer. 
Lesson 2. To follow page 12 of the Primer, 
Lesson 3. To follow page 13 of the Primer. 
Pupils will first reproduce the lesson and then make original 

sentences. 
For "Suggestions for Supplementary Work," see page 300. 



ELSON-RUNKEL PRIMER 297 

ALICE AND HER KITTEN 
nrst Step— The Oral Story. 

One day when Alice was a very little girl, her father came home early 
from the office. He carried a basket in his hand, but when he saw Alice 
he put the basket behind him. His eyes twinkled with fun, for he knew 
that Alice would wonder what was in the basket. 

Alice jumped up from her chair and ran to her father. Her eyes grew 
big and bright as she peeped at the basket which her father had put upon 
the floor. 

"What is in the basket?" asked Alice. 

"Can you guess ?" her father said. 

"Is it a bird?" asked the little girl. , 

Her father laughed. "No, it is not a bird," he said. 

"Oh, I know! It is a little dog!" cried Alice. 

But her father only shook his head and said, "No, it is not a dog." 

"Is it a kitten?" she asked. 

"Yes, it is a kitten," he answered. "You guessed right at last." 

"Is the kitten for me. Father?" asked Alice. 

"Yes, it is for you," said her father. "Just listen a moment." He 
held the basket close to her. 

Soon she heard a faint, "Mew, mew," and then a little black head pushed 
up the cover. 

"Oh, isn't she black!" cried the little girl. "I wonder if she is hun- 
gry. May I feed her. Mother?" Alice's mother gave her some milk and 
Alice gave it to the little kitten. 

The kitten lapped the milk with her little red tongue, until there was 
not a drop left in the saucer. Then she put her head between her paws 
and soon was fast asleep. 

— Jane L. Hoxie in Kindergarten Story Book. 



29B MANUAL Ft)K 

Second Step^ — Dramatization. 

Characters 
Alice Father Mother Kitten (a cloth one) 

Scene 
Alice is sitting in her chair beside her mother, playing with her doll 
Her father comes in ivith a basket. 
Alice: What is in the basket? 
Father: Can you guess? 
Alice: Is it a bird? 
Father: No, it is not a bird. 
Alice: It is a little dog! 
Father: No, it is not a dog. 
Alice: Is it a kitten? 
Father: Yes, it is a kitten. 
Alice: la it for me? 
Father: Yes, it is for you. 
Alice : May I feed it. Mother ? 
Mother : Yes, come with me and we will get some milk. 

(Alice gets some milk and feeds the kitten. Then the kitten 
goes to sleep.) 



Lesson 1. (Primer, page 14.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 

Phrases 

Father said See the basket* 

Come, AKce Can you guess* 

Come to me* 



ELSON-KUNKEL PRIMER 399 

WOBDS 

Sight , 

(Eeview) Come Alice you 

(New) basket What guess 

Phonetics 
Eeview all consonants taught. 

Fourth Step — Reading Lesson. (Primer, page 14.) 

Lesson 2. (Primer, page 15.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

WOEDS 

Sight 

#^( Eeview) What basket bird No 
*' not Yes kitten me 

Game No. 17, page 177. 

Phrases 

is in the basket is a kitten 

is not a bird for me* 

is a little dog* for you* 
is not a dog* 

Phonetics (k) 
From Tcitten develop h. 

Fourth Step — Reading Lesson. (Primer, page 15.) 



300 MANUAL FOR 

Lesson 3. (Primer, page 16.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using words listed below. 

Phrases 
is black* likes milk 

likes her kitten* The kitten said 

gave it some milk* went to sleep* 





Words 






Sight 








(Eeview) 


kitten 


black 


gave 




milk 


went 


sleep 


(New) 


her 







Phonetics 
Review the following phonograms : * 

at, an, oo, ow, ay, e. 
Game No. 17, page 177. 

Fourth Step — Reading Lesson. (Primer, page 16.) 

Silent Reading Exercise 
Seat work in silent reading may well be given here, based on 
Card 8, New Set VII-A. 

SUGGESTIONS FOR SUPPLEMENTARY WORK (CATS) 

I. Supplementary Story. "Mrs. Tabby Gray," Maud Lindsay 

in Mother Stories, Milton Bradley Company. 

II. Conversation. Cats. (Children should be encouraged to 

talk or tell something of some particular cat.) 



ELSON-RUNKEL PRIMER 



301 



ITI. Poem. "I Love Little Pussy," Jane Tayloi. 
lY. Songs. 

(1) "My Kitty/' Hailmann in Songs, Games, and Rhymes^ 
Milton Bradley Company. 

(2) "Pussy Cat/' Lyric Music Frimer, Scott, Foresman and 

Company. 

(3) "A Little Surprise/' Lyric Music Primer, Scott, Foresman 

and Company. 

V. Song Games. Review "Mrs. Pussy's Dinner/' Emilie Pou]- 
sson in Finger Flays, Milton Bradley Company. 



VI. Projects. 

(1) Barn. Fold a 4" square into 16 squares. Fold the upper 
right-hand corner to the middle. Same with upper left-hand 



m\ 





corner. Turn paper over. From the middle crease on lower edge, 
cut up one square. From the end of this cut, cut l^" right and 
left. Fold doors back. 

(2) Basket — woven. Twelve heavy paper strips 22'' long. 

(3) Make a collection of animal pictures as they read about 
each kind of animal ; mount these, and make into a booklet. 



302 MANUAL FOR 

VII. Occupation. 

(a) Seat Work Sentence^ Phrase, and Word Cards, JSTew Set 
VI, Card 7. Alice and Her Kittens. 

Lesson 1. To follow page 11 of the Primer. 

Lesson 2. To follow page 12. 

Lesson 3. To follow page 13. 

(&) Seat Work Letter Cards, New Set V. Use Game 55, 
page 183. 

(c) Silent Heading and Crayoning Cards, New Set VII-A, 
Card 8. To follow page 16 of the Primer. 



WHAT WAS m THE NEST? 
First Step— The Oral Story. 

I will tell you a story of two little girls named Nellie and Katie, who 
lived away out in the country. They lived with their mother and father 
in a little house among the trees, where they could hear the birds sing, 
and watch all the pretty wild floAvers blossom through the spring and 
summer. In the autumn they would pick the fruit and watch for Jack 
Frost to open the chestnut burrs and let the nuts drop to the ground for 
the little boys and girls or the squirrels. But what 1 want to tell you 
about is something the girls saw one morning in June. 

Two little birds had come from down South and built a nest in a cherry 
tree in front of the house. Now, the room where Nellie and Katie slept 
had a window that looked right out upon the branches of this cherry tree; 
and how the girls did enjoy watching the birds! The mother bird sat on 
the nest day after day. One morning she flew away for a few moments, 
and what do you suppose the little girls saw? They saw one, two, three, 
four pretty blue eggs in the nest. 

The mother bird flew back to the nest and sat there day after day for 
two long weeks. One day she flew from the nest. She sat in the tree and 



ELSON-RUNKEL PRIMER 303 

sang and sang. The father bird sang, too. The little girls looked in the 
nest. Can you guess what they saw? They saw four funny little baby 
birds without any feathers! 

The little birds grew and grew until by and by they were covered with 
feathers and they were so large that there was hardly room for them all in 
the nest. When it was time to teach them to fly, the mother bird said, 
"Fly, fly!" The father bird, too, said, "Fly, fly!" The girls watched 
the four little birds learn to fly. They flew from the nest; soon they flew 
from tree to tree. One day all the birds flew far away and the little girla 
waved their hands and said, "Good-bye, good-bye!" 

— Boston Collection of Kindergarten Stories. 



Second Step — Dramatization. 

See dramatization of "The Bird's Nest," page 227, for suggestions. 



Lesson 1. (Primer, page 17.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 

Phrases 

saw a nest were pretty birds* 

was a little nest* were in. the tree* 

two birds* 

WOBDS 

Sight 

(Eeview) girls nest tree two them you 
(N'ew) pretty 



304 MANUAL FOR 

Whom do you see in this picture, page 17? (Girls.) 

What did they see? (Nest.) 

What kind of nest was it? (A little nest.) 

Where was it? (In a tree.) 

What else did they see? (Birds.) 

How many? (Two.) 

What kind of birds were they? (Pretty birds.) 

Write answers when given and then drill on the words. 

Fourth Step — Reading Lesson. (Primer, page 17.) 



Lesson 2. (Primer, page 18.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 

Build sentences, using the words listed below. 

Game N"o. 14, page 177. 

Phrases 

sat on the nest* was in the nest* ' four eggs 

flew from the nest* saw eggs in the nest* were blue* 

Words 



Sight 








(Review) 

(New) 


what 
on 


guess 
from 


eggs 
blue 



three 



Fourth Step — Reading Lesson. (Primer, page 18.) 



ELSON-RUNKEL PRIMER 305 

Lesson 3. (Primer, page 19.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 

Phrases 

Mother bird sat there* sang and sang* 

Father bird day after day* looked in the nest* 

on the nest flew from the nest* what they saw* 

Words 

Sight 

(Eeview) Mother sat nest flew and 

there after from sang looked 

Game No. 14, page 177. 

Fourth Step — Reading Lesson. (Primer, page 19.) 

Lesson 4. (Primer, page 20.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics, 

Sentences 
Build sentences, using the words listed below. 

Phrases 
Four little birds flew from the nest* 

were in the nest* flew from tree to tree* 

could fly* flew away* 



306 MANUAL FOR 

Words 
Sight 

(Eeview) Four fly said flew tree one day good-bye 
(New) Soon could 
Game No. 19, page 178. 

Phonetics {ee and tr) 
From see develop ee and the following words: 

tree wee hee 
From tree develop tr. 
Eeview ed as in rained, played, looked. 

Fourth Step — Reading Lesson. (Primer, page 20.) 

Silent Eeading Exercise 
Seat work in silent reading may well be given here, based on 
Card 9, New Set YII-A. 

SUGGESTIONS EOR SUPPLEMENTARY WORK 

I. Occupation, (a) Seat Work Letter Cards, New Set Y. 
Game 55, page 183. 

(6) Silent Eeading and Crayoning Cards, New Set VII-A, 
"Card 9. To follow page 20 of the Primer. 

See also page 310. 



THE WHITE DOVE 
First Step— The Oral Story. 

Once a beautiful white dove was flying high in the air. She said to 
herself, "The greatest fun in all the world is to fly and fly and fly. I am 
sorry for those who have no wings and cannot fly. I wonder if they are 
ever happy. I will ask the cow and find out." So she flew to Farmer 
Brown's barn and said to the white cow, "Coo, coo ! See my pretty wings ! 
Don't you wish you had wings? You could fly and fly and fly." 



ELSON-RUNKEL PRIMER 307 

"Moo, moo!" said the cow. "Oh, no! I give milk to boys and girls. 
Moo, moo! I don't want to fly!" 

Away flew the dove to the sheep. It said, "Coo, coo! Don't you wish 
you had wings? You could fly and fly and fly." 

"Baa, baa!" said the sheep. "I give wool to boys and girls to keep 
them warm. The warm coats they wear are made of my wool. Baa, baa! 
I don't want to fly!" 

Away flew the dove to the horse. It said, "Coo, coo! Don't you wish 
you had wings? You could fly and fly and fly." 

"No, no," said the horse, with a toss of his head. "I give rides to 
boys and girls. No, no! I don't want to fly." 

Away flew the dove to the hen. It said, "Coo, coo! Don't you wish you 
could fly away? You can not fly away with your wings. Don't you wish 
you had wings like mine?" 

"Cluck, cluck!" said the hen. "I give eggs to boys and girls. I don't 
want to fly away." 

Then the dove called the cow and the sheep and the horse and the hen 
all together. 

"Coo, coo!" she said. "Are you all happy?" 

The cow said, "Moo, moo! Yes, yes!" 

The sheep said, "Baa, baa! Yes, yes!" 

The hen said, "Cluck, cluck! Yes, yes!" 

The horse said, "Yes, yes!" 

The dove said, 

"Coo, coo, coo! 
I am happy, too." 

Away she flew to her nest. — Harriet Warrev. 



Second Step — Dramatization. 

Third Step* — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using words listed below. 

•From this point forward, the story is made the unit and the "lesson" la 
no longer Indicated. 



308 


MANUAL FOR 








Phrases 








give milk 




don't want to fly 


> 


give rides 




keeps them warm 




give eggs 




could lly away 




my pretty wings 




am happy 






boys and girls 










Game No. 12, page 176 


Words 








(jiyni 

(Eeview) dove 


cow moo 


give 


milk 




boys 


sheep baa 


hen 


cluck 




(New) wings 


Don't wish 


had 


want 


wool 


warm 

757, ^«/. ^4-i ^ 


rides all 


happy 


horse 


am 


r/ionetic 

(Eeview) coo 








« 


(New) keeps 











Game No. 21, page 178. 

Phonetics {eep, si) 

Review oo as in moo, coo, too. 

From sheep develop eep and the following words: 

peep sleep 
From sleep develop si and the following words : 

slay slam 



Fourth Step — Eeading Lesson. (Primer, pages 21-25.) 
Page 24 may well be used for silent reading. 
Teacher will ask the following questions: 
'^What did the dove say to the hen?" 
"What answer did the hen make?" 
Pupils will read page 24 and answer the questions. 



ELSON-RUNKEL PRIMER 309 

SUGGESTIONS FOR SUPPLEMENTARY WORK 

Occupation. Seat Work Sentence, Phrase, and Word Cards, New 
Set VI, Cards 8 and 9. The White Dove. 

Lesson 1. To follow page 21 of the Primer. Follow directions 
given on page 203. 

Lesson 2. To follow page 22. 

Lesson 3. To follow page 23. 

Lesson 4. To follow page 24. 

Lesson 5. To follow page 25. 

See also page 310. 



THE JAY AND THE DOVE ' 

First Step — The Oral Story. (Memorize Primer pages 26 and 27.) 

Second Step — Dramatization. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 



From the land Far away Look above 

of play of love 



310 




MANUAL 


. FOR 










Words 






Sight 












(Eeview) 


where 


Mr. 


play 


far 


there 


(New) 


do 


that 


Mrs. 


Dove 


get 


Phonetic 


land 


love 


above 


Jay 


(New) 


how 











Phonetics (ovCj j) 

From dove develop ove, and the following words : 

love above 
From JacTc and Jill develop j. 
From and develop land and the following words: 

hand hand sand 

Fourth Step — Eeading Lesson. (Primer, pages 26 and 27.) 



SUGGESTIONS FOR SUPPLEMENTARY V^ORK (bIRDS) 

I. Supplementary Story. "The White Dove," Maud Lindsay in 

More Mother 8£ories, Milton Bradley Company. 

II. Conversation. Birds. 

III. Poem. "Three Little Birds," Laura E. Eichards in Five 

Minute Stories, Dana Estes & Company. 

IV. Songs. 

(1) "Awakening," Jessie L. Gaynor in Songs of the Child 

World, Part II, Church. 

(2) "The King of Love," in Lyric Music First Reader, Scott, 
Foresman and Company. 



311 



THE KING OF LOVE 



Charles Ellcrtoa 
Allegretto. 



Rossetter Cola 




s 



^ — d ^ f *" ^ -g> 



1. Far high-er than the eye can reach, Beyond the sky a - bove, 

2. And tho' His throne is far a- way, Beyond the stars and sun, 



S 



f^ 



-f^ 



■^ 



i'—d- 



' J d J \sJ 



With-in aland of gold-en Hght There Hves the King of Love. 
He hears when children speak to Him, And answers ev-'ry one. 




r^ 



(s) 



(3) "The Pigeons," in Lyric Music Primer, Scott, Foresman 
and Company. 

(4) "The Egg," in Lyric Music Primer, 
Scott, Foresman and Company. 

V. Song Games. 
(1) "Little Dove, You Are Welcome," 

"Walker and Jenks in Songs and Games 
for Little Ones, Oliver Ditson Company. 
"My Pigeon House," Walker and 
Jenks in Songs and Games for Little 
Ones, Oliver Ditson Company. 

VI. Occupation. 
(a) Cut a tree with a nest in it. 
(h) Cut dove. 

(c) Cut dovecote. 

(d) Fold dovecote and mount on heavy 
paper pole or stick. 

Make a dovecote of wood, and place on 
the sand table. 



VII. Project. 



312 MANUAL FOR 

BOBBIE AND THE APPLES 
First Step— The Oral Story. 

One day Bobbie's mother sat by the fire while Bobbie lay on the rug, 
looking at a picture-book. 

"Ho, ho," yawned Mother. "I like apples. I wish I had some. 1 
would show you how to roast them." 

"I'll get some for you," Bobbie said; and he jumped up, put on his hat, 
and ran do\^n the road to a big apple tree. He looked and looked, but 
could not see an apple. 

"Oh," cried Bobbie, "where have all the apples gone?" And then he 
heard the tree say, 

"I have no apples for you today. 
I gave all my apples away." 
So Bobbie turned away and started home across the field. Pretty soon 
he met a cat. "Oh, Pussy," he cried, "do you know where I can get some 
apples? I want some for mother." 
Pussy looked up at him and said, 

"Mew, mew, mew! 
I have no apples for you. 
I want milk for dinner." 
So Bobbie went on, and at last he met a friendly doggie. The dog 
wagged his tail, and Bobbie said to him, "Oh, Doggie, do you know where 
I can find some apples? I want some for mother." 
The dog kept on wagging his tail, and barked, 
"Bow-wow, bow-wow! 
Go to the cow. 
The cow will tell you." 
"Thank you, Dog," said Bobbie. 

So the little boy went on until he came to a kind old cow, that stood 
looking over the fence. 

"Oh, Cow," said Bobbie, "do you know where I can find some apples? 
I want some for mother." 
But the cow said, 

"Moo, moo, moo! 
I like apples, too. 
^ Go to the farmer. 

He has some apples." 



ELSON-RUNKEL PRIMER 3 13 

So Bobbie said, "Thank you," and ran up the hill to the farmer's 
house as fast as he could go. 

When the farmer saw Bobbie, he said, "Good morning, little boy. What 
can I do for you today?" 

Bobbie said, "I want some apples for mother. Have you some?" 

The farmer laughed. "Come with me," he said, "and I will give you 
some apples." 

So Bobbie and the farmer went into the house and down into the cellar, 
and there Bobbie saw a bag full of big red apples! 

"Oh, what a lot!" said Bobbie. "Why did you pick them all?" 

"I did not want Jack Frost to find them," said the farmer. 

"Does he like apples?" asked Bobbie. 

"He just likes to pinch them," said the farmer, "but we like to eat 
them; so we gather them in for the winter." 

"May I have three of them?" asked Bobbie. "I want them for my 
mother." 

"Yes, little boy," said the farmer. "You may have four apples. One 
apple is for you." 

"Thank you, Mr. Farmer, for these nice big red apples," said Bobbie; "I 
wiH give three to mother." And then he ran home to give the apples to 
his mother. 

"See, Mother," he said, "see what I have!" 

"Where did you find them?" asked Mother. 

"Oh," said Bobbie, "I went to the apple tree, but it didn't have any. 
Then I asked the cat where the big red apples were, and she didn't know; 
and then I asked the dog, but he didn't know; and then I asked the cow, 
and she told me to go to the farmer. Then I ran to the farmer, and he gave 
them to me. Three are for you and one is for me." 

"You are a good boy!" said Mother, when Bobbie stopped — out of 
breath. 

— ^Kate Whiting Patch in For the Children's Hour — Adapted. 



314 MANUAL FOR 

Second Step — Dramatization. 

Characters 

Bobbie Tree Dog Mother 

Cat Cow Farmer 

Scene ^^ 

Mother sits by the fire. (Fireplace drawn on board.) Bobbie lies on 
the rug, with a book in hand. The tree, the cat, the dog, the cow, and 
the farmer are at certain distances around the room. 

Mother: Ho, ho! I wish I had some apples. I could show you how 
to roast them, Bobbie. 

Bobbie: I'll get you some. 

(He runs to the tree and looks for apples.) 
Bobbie: Oh, where have all the apples gone? 
Tree: I have no apples for you today. 
I gave all my apples away. 

(Bobbie meets a cat.) 
Bobbie : Oh, Pussy, do you know where I can get some apples ? I want 
some for mother. 

Cat: Mew, mew, mew! 

I have no apples for you. 
I want milk for dinner. 

(Bobbie meets a dog.) 
Bobbie: Oh, Doggie, do you know where I can find some apples? I 
want some for mother. 

Dog: Bow- wow, bow-wow! 
Go to the cow. 
The cow will tell you. 

(Bobbie comes to a cow looking over a fence.) 
Bobbie: Oh, Cow, do you know where I can find some apples? I want 
some for mother. 

Cow: Moo, moo, moo! 
I like apples, too. 
Go to the farmer. 
He has some apples. 
Bobbie: Thank you! 

(Bobbie comes to the farmer.) 



ELSON-RUNKEL PRIMER 315 

Farmer: Good morning, little boy. What can I do for you today? 

Bobbie: Please, I want some apples for mother. Have you some? 

Farmer: Come with me and I will give you some. 
(They go into the house.) 

Bobbie: Oh, what a lot! Why did you pick them all? 

Farmer: I did not want Jack Frost to find them. 

Bobbie: Does he like apples? 

Farmer: He just likes to pinch them, but we like to eat them; so we 
gather them in for winter. 

Bobbie: May I have three of them? I want them for my mother. 

Farmer: Yes, little boy. You may have four apples. One apple is 
for you. 

Bobbie: Thank you, Mr. Farmer, for these nice big red apples. I will 
give three to mother. 

(Bobbie runs home.) 

Bobbie: See, Mother, see what I have! 

Mother: Where did you find them? 

Bobbie: I went to the apple tree, but it didn't have any. Then I asked 
the cat where the big red apples were, but she didn't know. I asked the 
dog and he didn't know. I asked the cow, and she told me to go to the 
farmer. Then I ran to the farmer and he gave them to me. Three are for 
you. One is for me. 

Mother: You are a good boy. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 

Phrases 

His mother Thank you 

get some Away he ran 

looked and looked What pretty apples 

could not see bring them 

give me some Where did you 

a bag full a good boy 
(Jame No. 15, page 177. 



316 




IVTANUAL FOR 
Words 




Sight 










(Eeview) 


get 


some 


Yes 


went looked 




Will 


want 


may 


milk three 




what 


where 


gave 




(N"ew) 


Bobbie 


apples 


any 


who tell/-. 




morniiig 


farmer 


have 


with bag 


T^Jh nnpiif 


full 


thank 


did 


bring 


J. IVU llt/il/U 

(Eeview) 


go 


may 


away 




(ISTew) 


his 


he 







Game 'No. 30, page 180. 

Phonetics 
(Eeview) From is develop his. 
Eeview the following : 

ad, at, an, am, and, e, ee, eep, o, oo. 
Game No. 38, page 179. 

Fourth Step — Eeading Lesson. (Primer, pages 28-35.) 
Page 33 may well be used for silent reading. 
Teacher will ask the following questions: 

To whom did Bobbie go next? 

What did he say? 

What did the farmer say? ^ 

Pupils will read page 33 to find the answers. 

Silent Eeading Exercise 
Seat work in silent reading may well be given here, based on 
Card 10, New Set VII-A. 



suggestions for supplementary V70RK (the apple) 

I. Supplementary Story. "The Sleeping Apple" in In thi 

Child's World, Milton Bradley Company. 

II. Conversation. Apples. 



ELSON-RUNKEL PRIMER 3I7 

III. Poem. "Apple-Seed John/' by Lydia M. Child in In the 

Child's World, Milton Bradley Company. 

IV. Music. Hum a song and have children show picking of 

fruit, putting into barrels or baskets, etc. 

V. Story Game. ''The Apple Party," by Madge Bigham in 

Stories of Mother Goose Village, Band, McNally and Com- 
pany. 

VI. Projects. (1) Cut apples and color with colored crayon. 

Draw trees with colored crayon, cut apples, color and paste 
on trees. 
(2) Make animals of clay for the sand table. 

VII. Occupation. Silent Beading and Crayoning Cards, New Set 
VII-A, Card 10. To follow page 35 of the Primer. 



ALICE AND HEB MOTHEB . 
First Step— The Oral Story. 

Alice was a little girl who wanted to play all day. 
Her mother thought she would grow to be an idle girl if she played so 
much. 

"You are old enough to help me, little daughter," she said one day. 
"Even though you are a tiny girl, you can sing little sister to sleep." 

But the little girl said, "Oh, Mother, I vrant to play. I don't want to 
sing to sister. Please let me go to the meadow. The sheep plays there 
all day. I want to play all day, too." 

So her mother said she might play all day in the meadow. 

Alice ran out of the house, across the garden, and down to the meadow, 
as fast as her feet could carry her. She saw a sheep there and she said 



318 MANUAL FOE • 

to him, "Good morning, Sheep. Will you play with me? We can play 
all day." 

"Baa, baa!" said the sheep. "I can not play all day. I must get my 
dinner and make wool for master. 1 can not play all day." 

Just then Alice saw a dog, and she ran to him. "Good morning, Dog," 
she said. "Will you play with me? We can play all day." 

"Bow-wow!" said the dog. "I can not play all day. I must look after 
the sheep; I can not leave them alone." 

Alice saw a cow in the meadow. She ran to the cow and said, "Good 
morning, Cow. Will you play with me? We can play all day." 

"Moo, moo!" said the cow. "I can not play all day. I must find my 
dinner. I want to find some corn. I give milk for your dinner. I can 
not play all day." 

.The little girl walked along very slowly, for she was thinking. Soon she 
saw a horse and ran to it. 

"Good morning, Horse," said Alice. "Will you play with me? We can 
play all day." 

"Oh, no!" said the horse. "I can not play all day. I give rides to boys 
and girls. I take milk to your mother. I can not play all day." 

The little girl said, "I will go home. No one will play with me." 

On her way home Alice saw a little bird, and she said, "Good morning, 
Bird. Will you play with me? We can play all day." 

The little bird said, "No, thank you. I must make my nest. I can not 
play all day." 

So Alice walked along to her home, thinking about all the animals who 
were too busy to play with her. She saw Spot, her cat, in the house, and she 
said, "Good morning, Spot. Will you play with me? We can play all day." 

"No, thank you," said Spot. "I must find a mouse. My kittens must 
have their dinner. I can not play all day. You must play alone." 

Then Alice went to her mother and said, "Mother, I came home. 1 
could not find any playmate. No one could play all day. I do not want 
to play all day, either. I will sing sister to sleep." 

Alice sang and sang, and soon little sister was fast asleep. 

— Selected. 



ELSON-RUNKEL PRIMER 3I9 

Second Step — ^Dramatization. 

Chaeactebs 
Mother Baby Dog Horse Cat Alice 8heep Cow Bird 

Scene 
A little girl at home with her mother. 

Mother: You are old enough to help me, little daughter. Even though 
you are a little girl, you can sing little sister to sleep. 

Alice: Oh, Mother, I want to play. I don't want to sing to sister. 
Please let me go to the meadow. The sheep plays there all day. I want 
to play all day, too. 

Mother : You may play all day. You may go to the meadow. 
(A lice runs to the meadow. She sees a sheep.) 

Alice: Good morning, Sheep. Will you play with me? We can play 
all day. 

Sheep: Baa, baa! I can not play all day. I must get my dinner. I 
make wool for the master. I can not play all day. 

(Alice sees a dog.) 

Alice: Good morning, Dog. Will you play with me? We can play 
all day. 

Dog: Bow-wow! I can not play all day. I must look after the sheep. 
I can not leave them alone. I can not play all day. 
(Alice runs to the cow.) 

Alice: Good morning, Cow. Will you play with me? We can play 
all day. 

Cow: Moo, moo! I can not play all day. I must find my dinner. I 
want to find some corn. I give milk for your dinner. I can not play all 
day. 

(Alice runs to the horse.) 

Alice: Good morning, Horse. Will you play with me? We can piay 
all day. 

Horse: Oh, no! I can not play all day. I give rides to boys and girls. 
I take milk to your mother. I can not play all day. 

Alice: I will go home. No one will play with me. 
(On the way home she sees a bird.) 

Alice: Good morning. Bird. Will you play with me? We can play 
all day. 



320 



MANUAL FOR 



No, thank you. I must make my nest. I can not play all day. 

(Alice goes home. She sees Spot, her cat.) 
Good morning, Spot. Will you play with me? We can play 



Bird: 

Alice : 
all day. 

Spot: No, thank you. I must find a mouse. My kittens must have 
their dinner. I can not play all day. You must play alone. 
(Alice goes to her mother.) 
came home. I could not find a playmate. No onu 
I do not want to play all day, either. I will sing 



Alice: Mother, I 
could play all day. 
sister to sleep. 



(Alice sings sifter to sleep.) 



Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 



want to play 
don't want to sing 
must get 
make wool 
after the sheep 



Phrases 
leave them alone 
must find 
find some corn 
take milk 
will go home 



Game ¥o. 31, page 180. 



Words 



Sight 

(Review) 



(New) 



Phonetic 

(New) 

(Eeview) 



Alice 

ran 

rides 

sister 

alone 

playmate 



want 

baa 

mouse 
meadow 
oh 
make 



don't 

wool 

sang 
must 
your 
fast 



sleep 
sing 



ran 
com 



must make 
do not want 
could not find 
fast asleep 



take 



there 
after 

master 
their 



I sleep 



all 
them 



leave 
home 



Game No. 32, page 180. 



ELSON-RUNKEL PRIMER 321 

Phonetics {ing, ake, orn) 
From wings develop ing and the following words: 

sing ting ring 
From make develop ake and the following words : 

take take rake sake luake lake 
From morning develop orn and the following words : 

corn torn horn 
From sleep develop asleep. 

Fourth Step — Reading Lesson. (Primer, pages 36-43.) 

Pages 37, 38, 39, and 40 should.be used for silent reading. Sug- 
gested questions for page 37 : 
Where did Alice go? 
What did she say to the sheep? 
What did the sheep say to Alice? 
Pupils will read page 37, and answer questions. 
Similar questions may be asked for pages 38, 39, and 40. 

Silent Eeading Exercise 
Seat work in silent reading may well be given here, based on 
Card 11, mw Set VII-A. 

SUGGESTIONS FOR SUPPLEMENTARY WORK 

Occupation. 

Silent Eeading and Crayoning Cards, New Set VII-A, Card 11. 

To follow page 43 of the Primer. 

See also page 324. 



LITTLE BOY BLUE 

First Step — ^The Oral Story. (Memorize Primer, page 44.) 

Second Step — Dramatization. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 



322 MANUAL FOR 

Sentences 
Build sentences, using the words listed below. ^ 

Phrases 
blow your horn aiter the sheep Wake up 

in the meadow under the haycock Take the sheep 

in the com Fast asleep 

Words 

Sight 

(Eeview) blue come your meadow where 

who fast asleep barn 

(New) blow under haycock up 

Phonetic 

(Eeview) horn sheep corn wake 

Phonetics 
Eeview the following : eey, orn, ake. 

Fourth Step — Reading Lesson. (Primer, pages 44-46.) 



SUGGESTIONS FOR SUPPLEMENTARY WORK 

Occupation. Seat Work Sentence, Phrase, and Word Cards, New 

Set VI, Card 10. Little Boy Blue. 
Lesson 1. To follow page 44 of the Primer. See directions 

page 208. 
Lesson 2. To follow page 45. 
Lesson 3. To follow page 46. 
Game 56, page 183. 



ELSON-RUNKEL PRIMER 

LITTLE BO-PEEP 
First Step — The Oral Story. (Memorize Primer, page 47.) 
Secoud Step — Dramatization. (Use dialogue on pages 48, 49.) 
Third Step — Sentence and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 

Phrases 
lost her sheep Leave them alone will come home Behind them 
for them not there Did yon look with yon 



333 



Words 



Sight 



(Eeview) 


not 


tell leave 


alone 




will 


home their 


morning 




have 


did with 


thank 


(New) 


lost 


tails hear 


oh 


Phonetic 








(Eeview) 


find 


go 




(New) 


Bo-peep bring 


behind 



Phonetics (ind, p) 
From sheep and eep develop p. 
From sheep develop Bo-peep. 
From find develop ind and the following words : 
behind mind ivind 



Fourtli Step — Reading Lessons. (Primer, pages 47-49.) 

Silent Beading Exercise 
Seat work in silent reading may well be given here, based on 
Card 12, New Set YII-A. 



324 MANUAL FOR 

BAA, BAA, BLACK SHEEP 

First Step — The Oral Story. (Memorize Primer, page 50.) 

Second Step — Dramatization. (Use the dialogue on pages 51 and 52.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 

Phrases 
any wool Three bags full for my dame 

Yes, sir for my master in the lane 

Game No. 31, page 180. 

Words 

Sight 

(Eeview) any bags full master guess take make 

(New) sir dame lives coat 
Phonetic 

(New) Final e in "lane." 

Phonetics {ane, final e) 
Eeview : an. 

Show how the final e makes a. Example: can, cane, man, 
mane, pan, pane. 

Fourth Step — Beading Lesson. (Primer, pages 50-52.) 

SUGGESTIONS FOR SUPPLEMENTARY WORK (SHEEP) 

I. Supplementary Story. "How a Little Boy Got a New Shirt," 

in In the Child's World, Milton Bradley Company. 

II. Conversation. Sheep. 



ELSON-RUNKEL PRIMER 325 

III. Poem. "Lambkins at Play," Christina G. Eossetti. 

IV. Songs. 

(1) "Baa, Baa, Black Sheep," Jessie L. Gaynor in Lilts and 
LyricSj Clayton F. Summy Company. 

(2) "Little Bo-Peep," in Lyric Music Primer, Scott, Foresman 
and Company. 

V. Song Game. "Baa, Baa, Black Sheep," Hailmann in Songs. 

Games, and Rhymes, Milton Bradley Company. 

VI. Projects. 

(1) Cut Little Boy Blue's coat and color it blue. 

(2) Sand table. Eepresent barn, meadow, fence, and sheep. 

(3) Cut sheep, and cover with black or white wadding. 

(4) "Weave a mat of yarn or wool carpet rags. These may be 
used for rugs in the playhouse. 

VII. Occupation, (a) Seat Work Letter Cards. Game 55, page 
183. 

(&) Silent Eeading and Crayoning Cards, New Set VII-A, 
Card 12. To follow page 49 of the Primer. 



THE PIG'S DINNEE 

First Step— The Oral Story. 

Once upon a time a little pig with a curly tail went out to take a 
morning walk. He thought he would go to the Mud Puddle, but before 
he got there he came to a garden that was full of pretty flowers. The 
garden gate was standing wide open. "Woof, woof!" said Little Pig 
when he saw the open gate. "Isn't this fine? I want to go into that 
garden. Flowers make a good dinner. Ever since I can remember, I 



326 MANUAL FOR ^^ 

have wanted to get into that garden." And in he went as fast as his four 
short legs could carry him. 

When Little Pig went into the garden, he found that it was full of all 
kinds of flowers. There were pansies, and daisies, and violets, and honey- 
suckles, and all the other bright flowers that you can name. Every flower 
had a place of its own, too. The tulips were on both sides of the garden 
walk, and the hollyhocks stood up in a straight row against the garden 
fence. The pansies had a bed all to themselves, and the sweet peas were 
just beginning to climb up on the frame that the farmer had made for 
them. 

"Woof, woof, nice place ! " said Little Pig, and he put his nose down 
into the pansy bed and began to root up the pansies, for he thought that 
he would like to eat those pansies for his dinner. While he was enjoying 
himself there, Eed Hen came down the road with her family of little chick- 
ens. Red Hen was looking for a nice rich spot where she might scratch 
for their dinner. When she saw the open gate she was so pleased! "Cluck, 
cluck, come with me into the garden," she said to her chicks. "Peep, 
peep, peep! Can we find worms there. Mother?" asked the little chickens. 
"Oh, yes, children. And how pretty the flowers are! There is nothing 
I like better than to scratch in a flower garden," said Red Hen, as she 
hurried in through the open gate. The chickens went with her, and soon 
they were all very busy scratching among the violets. How happy they 
all were! 

Soon White Cow came down the road. She was on her way to the Pond, 
but when she saw the open gate she decided to go into the garden at once. 
"Moo, moo!" she said. "How pretty the flowers are! They will make 
a good dinner." 

Red Hen said, "Cluck, cluck, come in, White Cow!"" Little Pig said, 
"Woof, woof, come in!" So White Cow swished her tail over her back 
and went into the garden. Then she began to nip the daisies from their 
stems. 

"How many of us are here?" asked White Cow. But before any of 
them could count, the farmer came home. When he looked into the garden 
he saw White Cow, Red Hen, and Little Pig. "Oh, my pretty pansies 
and violets and daisies!" he cried. "Stop eating my flowers! Get out 
of my garden!" 

"What is that man talking about?" asked the little chickens. "1 
suppose he wants us to go out of his garden," said Red Hen, and she 
rufiled her feathers as the farmer came running toward them. The hen 
cackled, the pig squealed, the cow mooed, and the farmer scolded. Away 



ELSON-RUNKEL PRIMER 



327 



ran Red Hen and her chickies, and Little Pig, and White Cow — through 
the gate and down the road. "Good-bye, Mr. Farmer," the hen called 
back. "We had a good dinner!" said the pig. "We will come back soon!" 
said the cow. But when they went back the next day the garden gate was 
shut so tight that not even the smallest chicken could get inside. 

— Maud Lindsay in More Mother Stories, 



Second Step — Dramatization. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 



Sentences 
Build sentences, using the words listed below. 



Pheases 

down the road a good dinner How pretty 

some dinner Her little chickens How happy 

full of pretty flowers By and by Stop eating 



Words 



Sight 












(Eeview) 


garden 


farmer 








(New) 


pig 


flowers 


red 


chickens 


stop 




eat 


out 


down 


road 


back 


Phonetic 
(New) 


came 


by 


wee 




• 


Game No. 


23, page 


178. 









Phonetics (Final e in ame, y, fl) 
From dame develop ame and the following words : 
came same game lame name tame 



328 MANUAL FOR 

Show that final e gives a different sound of a, as in these : 
an ane dam dame 

can cane at ate 

am ame mat . mate 

From my develop "J and the following words : 

ly fly try sly. shy 
From fly develop fl and the following words : 
flat flag flee fla'ke 

SUGGESTIOI^S FOR SUPPLEMENTARY WORK 

Occupation. Seat Work Sentence, Phrase, and Word Cards, New 
Set YI, Cards 11 and 12. The Pig's Dinner. 

Lesson 1. To follow page 53 of the Primer. See directions, 
pages 171, 208. 

Lesson 2. To follow page 54. 

Lesson 3. To follow page 55. 

Lesson 4. To follow page 56. 

Game 56, page 183. 

Fourth Step — Reading Lesson. (Primer, pages 53-56.) 

Silent Heading Exercise 
Seat work in silent reading may well be given here, based on 
Card 13, New Set VILA. 



PIGGY WIG'S HOUSE 
First ^tep— The Oral Story. 

One morning briglit and early, Piggy Wig started out to build a home. 
What he wanted more than anything else was a house of his very own. 
So he traveled a long, long way, over the fields, and down the lanes, and 
past the orchards, until all at once, he came upon Jack Rabbit. 

"Good morning, Piggy Wig!" said Jack Rabbit. "Where are you 
going?" 



ELSON-RUNKEL PRIMER 329 

"I am going to the woods. I want to build a house," said Piggy Wig. 

"May I go with you?" asked Jack Rabbit. 

"You may go with me if you can help me build my house," said Piggy 
Wig. "What can you do?" 

Jack Rabbit scratched his head with his left hind foot for a minute and 
then said, "I can cut down trees with my sharp teeth. You will need 
trees when you build the house, but you can not cut them down." 

"Good!" said Piggy Wig. "Come with me. I want you." 

So the two went on a long, long way farther, % until all at once they 
came upon Gray Goose. 

"Good morning, Piggy Wig!" said Gray Goose. "Where are you 
going?" 

"I am going to the woods. I want to build a house," said Piggy Wig. 

"May I go with you?" asked Gray Goose. 

"You may go with me if you can help me build my house," said Piggy 
Wig. "What can you do?" 

Gray Goose tucked one leg under her wing for a minute, and then she 
said, "Your house will have cracks in it. I can gather moss and stuflf it 
into the cracks with my long bill. I can fill all the cracks." 

"Good!" said Piggy Wig. "Come with me. I want you." 

So the three went on a long, long way, and all at once they came upon 
Red Cock. 

"Good morning. Piggy Wig!" said Red Cock. "Where are you going?" 

"I am going to the woods. I want to build a house," said Piggy Wig. 

"May I go with you?" asked Red Cock. 

"You may go with me if you can help me build my house," said Piggy 
Wig. "What can you do?" 

Red Cock shut his eyes and thought for a minute and then said: "You 
will need to get up early to build your house. I can wake you up. I say 
'Cock-a-doodle-doo!' every morning." 

"Good!" said Piggy Wig. "Come with me. I want you." 

So the four went on down the road until they came to the woods. Then 
Jack Rabbit cut down some little trees with his sharp teeth; Piggy Wig 
took the trees in his fore feet and built the house ; Gray Goose filled all the 
cracks with moss; Red Cock said, "Cock-a-doodle-doo!" early every morn- 
ing, to tell them that it was time to get up. And they all lived happily 
together in their little house. 

— Folk Tale. 



330 



r" 



MANUAL FOR 



Second Step — Dramatization. (Use the dialogue on pages 57, 68, 59.) 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 







Phrases 




make a house 






fill all the cracks 


cut down trees 






wake you up 


Come with me 




Words 


made the house 


Sight 








(Review) house 




where 


trees down 


(New) Piggy 


Wig 


cut 


goose fill 


Cock-a 


-doodle-doo 


made 



red 



Phonetic 

(Review) say may 

(New) woods cracks 

Game No. 33, page 180. 



Jack 



Phonetics {ood, ack, cr,) 
From good develop ood and the following words : 

hood woods 

From hach develop ach and the following words : 

crach Jack pacJc racTc sack tach 
From cracJc develop cr and the following words : 

creep cram cry 

Game No. 9, page 176. 

Fourth Step — Reading Lesson. (Primer, pages 57-60.) 
Page 55 may well be used for silent reading. 
See pages 308, 316 for suggestions. 

Silent Reading Exercise 
Seat work in silent reading may well be given here, based on 
Card 14, New Set VIT-A. 



ELS():N RUNKEL PRIMER 331 

THE LITTLE PIG 
First Step — The Oral Story. 

Once there was a funny, funny, little pig, who lived with his moth-er in 
a pen. One day he saw his four little feet and he said, "Wee, wee. 
Mother! See my four little feet! What can I do with them?" 

"Woof, woof, you funny little pig! You can run with them," said his 
mother. 

So the little pig ran round and round the pen until he was tired. Then 
he went to sleep. 

One day the little pig found his two little eyes and he said, "Wee, wee, 
Mother! See my two little eyes! What can I do with them?" 

"Woof, woof, you funny little pig! You can see with them," said his 
mother. 

Then he climbed up on the trough and looked and looked all around. 
He saw his mother; he saw the cow; he saw the sheep. 

One day the little pig found his two little ears and he said, "Wee, wee^ 
Mother! See my two little ears! What can I do with them?" 

"Woof, woof, you funny little pig! You can hear with them," she said. 

Then the little pig listened and listened, and this is what he heard: 
He heard the dog say, "Bow-wow!" 
He heard the cat say, "Mew, mew!" 
He heard the cow say, "Moo, moo!" 
He heard the sheep say, "Baa, baa!" 

One day the little pig found his one little nose and he said, "Wee, wee, 
Mother! See my one little nose! What can I do with it?" 

"Woof, woof, you funny little pig! You can smell with it," she said. 
"Can you smell your dinner ?" 

The little pig was hungry and wanted his dinner, but he could not smell 
it. "Wee, wee, wee!" he cried. 

Soon he found his one little mouth and he said, "Wee, wee. Mother! 
See my one little mouth! What can I do with it?" 

"Woof, woof, you funny little pig! You can eat with it," she said. 
"You can eat your dinner." 

The little pig wanted his dinner, so he hunted and hunted, but he could 
not find it. "Wee, wee, wee," he cried again. 

Soon a little girl in a blue dress came to the pen. She had something in 



3313 MANUAL FOR 

a pail for Piggy. She said, "Come, Piggy! Come, Piggy, come! I have 
something for you. It is something good to eat." 

What did the little pig hear with his two little ears? 

What did the little pig see with his two little eyes? 

What did the little pig do with his four little feet? 

What did the little pig smell with his one little nose? 

Guess what the little pig did with his one little mouth. 

— Folk Tale. 

Second Step — Dramatization. 

Chaeacters 
Mother Pig Sheep Dog Girl Little Pig Cow Cat 

Scene 

Mother Pig and Little Pig in a pen. The pen may he made of chairs, or 
by having children join hands, forming a rectangle. 

Little Pig: Wee, wee, Mother! See my four little feet! What can 1 
do with them? 

Mother Pig: You can run with them. 

(He runs around the pen.) 

Little Pig: Wee, wee, Mother! See my two little eyes! What can I do 
with them? 

Mother Pig: You can see with them. 

Little Pig : I can see you ! 

(Jumps upon the trough.) 
I can see the cow! I can see the sheep! 

(He runs to his mother ) 
Little Pig: Wee, wee. Mother! See my two little ears! What can 1 
do with them? 

Mother Pig: You can hear with them. 

(He listens.) ! 

Dog : Bow-wow ! 
Cat: Mew, mew! 

Cow: Moo, moo! i 

Sheep: Baa, baa! 



ELSON-RUNKEL PRIMER 



333 



Little Pig: Wee, wee, Mother! See my one little nose! What can I 
do with it? 

Mother Pig: You can smell with it. Can you smell your dinner? 

(He tries to smell his dinner but there is no dinner for him.) 
Little Pig: Wee, wee, Mother! See my one little mouth! What can I 
do with it? 

Mother Pig: You can eat with it. You can eat your dinner. 

(He looks for it, hut cannot find any dinner.) 
Little Pig: Wee, wee, wee! 

(A little girl comes to the pen, carrying a pail.) 
Girl: Come, Piggy! Come, Piggy, come! I have something for you. 
It is something good to eat. 

(He runs to the trough.) 



Third Step — Sentence, Phrase, and Word Development: Phonetics. 



Sentences 
Build sentences, using the words listed below. 





Phrases 




Once there was 


round 


and round 


could not smell 


with his mother 


two little eyes 


one little nose 


four little feet 


looked 


and looked 


could not find 


ran and ran 


two little ears 








Words 




Sight 








(Review) there 


could 


lived 


soon guess 


wanted 


them 


dinner 


what smell 


(New) once 


nose 


mouth 


feet something 


round 


eyes 


heard 


four 


Phonetic 









(Review) find 



(New) 



pen 



found 



hear 



ears 



Play Game No. 37, page 179. 



334 MANUAL FOR 

Ppionetics (ound, ear, th, en ) 
From round develop ound and the following words 
found hound sound hound pound 

From hear develop ear and the following words : 
ear dear near tear fear hear 

From that develop th and than. • 

From hen develop en and the following words : 
pen then ten den men 



Fourth Step — ^Beading Lesson. (Primer, pages 61-67.) 

Silent Heading Exercise 
Seat work in silent reading may well be given here, based on 
Card 15, New Set VII-A. 



SUGGESTIONS FOR SUPPLEMENTARY WORK (PIGS) 

I. Supplementary Story. "Story of the Three Little Pigs/' Folk 

Tale in For the Children's Hour, Milton Bradley Company. 

II. Conversation. Pigs. 

III. Poem. "This Little Pig Went to Market." 

IV. Song. "Piggy Wig and Piggie Wee," Jessie L. Gaynor in 

Songs of the Child World, Book II, Part II, Church. 

V. Song Game. "Five Little Pigs," Hailmann in Songs, Games, 

and Rhymes, Milton Bradley Company. 

VI. Projects. 

(1) Poster. Draw garden. Cut pig, cow, hen, and chickens 
and paste in garden. Cut fence and paste in the front of the 
picture. 



ELSON-RUNKEL PRIMER 335 

(2) Draw woods, showing Piggy Wig, Gray Goose, Jack Eab- 
bit, and Red Cock building the house. 

(3) Cut fence and pigs. Mount. 

(4) Sand Table. Make a garden with a fence around it. Make 
a pig pen and a chicken coop. 

VII. Occupation. (a) Silent Eeading and Crayoning Cards, 
jSTew Set VII-A, Card 13. To follow page 56 of the Primer. 
(&) Card 14. To follow page 60. 
(c) Card 15. To follow page 67. 



LITTLE EABBIT 

First Step — The Oral Story. 

One bright day in spring. Little Rabbit went out to find some dinner. 
He hopped along and hopped along, until at last he came to a hillside all 
covered with pretty pink and white clovers. Now if there was anything in 
the wide, wide world that Little Rabbit liked to eat it was little pink and 
white clovers. So he began to run from flower to flower, eating the sweet, 
juicy buds as fast as he could. Just then a little girl came along and 
saw him. "Stop, stop. Little Rabbit!" she called out. "Where are you 
going? Do not run away from me." Little Rabbit jumped behind some 
tall flowers and hid himself, for he had never seen a girl before and he 
was frightened. The girl looked all around and called out, "I can not 
see you, now. Little Rabbit! Where are you?" By and by Little Rabbit 
peeped out to watch her. He said to himself, "I wonder if that two-legged 
animal has come here to eat the nice juicy clovers." And he peeped out 
and peeped out at the little girl to see if she would get down on the grounu 
to nibble at the flowers, just as he had been doing. At last he peeped out 
so far that the little girl saw where he was hiding. "Oh, now I see you, 
Little Rabbit!" she cried. "You are behind the flowers. You are in the 
pretty clovers." Then for a long time, the little girl stood looking ai 



336 



MANUAL FOR 



Little Rabbit, to see what he would do; and Little Rabbit sat looking at 
the little girl to see what she would do. 

Little Rabbit kept saying to himself, "What a funny animal that is! 
It has only two legs to stand on! I don't believe it knows how to eat 
clovers. I will show it how to nibble the sweet, juicy buds; there are 
plenty here for us both." But as soon as Little Rabbit began to eat the 
clovers the little girl cried out, "Stop, stop. Little Rabbit! Do not eat 
the clovers. They are so pretty! Some are pink like your eyes and some 
are white like your ears. The clovers are so little now. They are just 
little clover children. Soon they will be big and then you may eat them!" 
But Little Rabbit kept on eating the clovers as fast as he could. He was 
such a little rabbit that he didn't know what the girl was saying to him. 
Just then the little girl remembered that it was her dinner time, so she 
walked slowly away, waving her handkerchief and calling back, "Good- 
bye, Little Rabbit, good-bye!" But Little Rabbit was so busy eating the 
little clover children that were pink like his eyes and white like his ears 
that he did not even hear what the little girl said. 

— L. E. Orth. 

Second Steigf — ^Dramatization. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
• Build sentences, using the words listed below. 

Phrases 

Do not run away in the pretty clovers white like your ears 

behind the flowers so pretty will be big 



.Q/i'/vTi/ 




Words 


tjigtii 

(Eeview) 


stop 


where do 


(New) 


clovers 




Phonetic 






(Eeview) 


behind 




(ISTew) 


so 


now be 



Game No. 33, page 180. 



white good-bye 



big 



then 



ELSON-RUNKEL PRIMER 337 

Phonetics (ig) 

From pig develop ig and the following words : 
big dig rig wig 

Eeview : 

and so e and he 

ow and now tli, en, and then 

Game No. 24, page 178. 

Fourth Step — Beading Lesson. (Primer, pages 68-69.) , ^ 



JACK EABBIT'S VISIT 
First Step— The Oral Story. 

In a hole in a big oak tree Father Squirrel had made his home. He was 
such a pretty fellow, with his bright eyes and his long, bushy tail. He 
was very careful about little things and always saved up a store of nuts 
for the winter. He brought up his family in the same way. Mother 
Squirrel and three little squirrels lived with him, and they were all of 
them just as careful and saving as could be. There was never so much as 
an acorn wasted in Father Squirrel's house, and one of the very first things 
he and Mother Squirrel taught their children was to lay up a store of food 
so that they would have plenty to eat in the winter. They were nice little 
things, these children; they had big eyes and big tails. They played in 
the trees, and on the ground, too, and they had no end of fun. 

On this cold autumn day about which I am telling you. Father Squirrel 
and Mother Squirrel and the three little ones were all at home eating nuts 
in the old oak tree. All at once there came a tiny tap on the bark of the 
tree, outside the door. It was a very weak little tap, so low that Mother 
Squirrel was not sure that anyone had knocked. She listened and soon she 
heard another tap — ^this time a little louder. Father Squirrel heard the 



338 MANUAL FOR 

knock, too, so he went to the door to see who was outside. He could 
hardly believe his eyes whan he saw Jack Rabbit standing there! He had 
never seen a rabbit in a tree before in all his life. "Hello, Jack Rab- 
bit!'* said Father Squirrel. "How did you ever climb up this tree?" 
"I didn't climb up the tree," answered the rabbit. "This branch I am 
standing on reaches all the way from the ground to your front door, so I 
just walked along on it until I came to your house. May I come in ?" 
"Yes, come in," said Father Squirrel. Jack Rabbit came hopping into 
the house. "Sit down," said Mother Squirrel. So Jack Rabbit sat down 
upon the iloor. Then one of the little squirrels rolled some hickory nuts 
up to him and said, "Eat some nuts!" "No, thank you, Little Squirrel," 
said Jack Rabbit. "I do not like nuts." 

When Jack Rabbit was warmed and rested. Mother Squirrel sent her 
little ones to bed. Then she and Father Squirrel had a long talk with 
their visitor. "Rabbit, where do you live?" asked Mother Squirrel. "I 
live in the ground ; I have a warm hole there," answered Jack Rabbit. 
"What do you eat?" asked Father Squirrel. Jack Rabbit said, "Oh, I eat 
leaves. What do you eat. Squirrel?" Father Squirrel said, "We eat nuts 
and acorns. In the fall we store them away for winter. All my family 
help me. So we have plenty of nuts and acorns for the winter, and enough 
for a friend, too, if you will just learn to eat them. Will you come to live 
with us?" "No," answered Jack Rabbit. "I cannot live in a tree and I 
could never learn to eat nuts. I must go, now. Good-bye!" So away went 

Jack Rabbit to his nice warm hole in the ground. . 

— ^Maby Dendy. 



Second Step — Dramatization. (Use conversational parts on pages 71 
and 72.) 



Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using words listed below. 



Phrases . . . 

lived in a tree on the ground came along , ; s 

pretty little squirrels at home a warm hole ii 3 

big eyes and big tails eating nuts must j^O ' ^'- ' ^ ' * 



Sight 

(Eeview) 

(New) 

Phonetic 
(Eeview) 
(New) 



ELSON-RUNKEL PRIMER 
WOBDS 



339 



home them 

thank warm 

Squirrel hole 

at came 

ground sit 



tails 
what 
nuts along 



played 
leaves 



eat 

must 

floor 



us 



Phonetics {it) 



ear. 



Eeview: at, ound, ame, ood, 

Eeview ing as in the following : 

playing going finding looTcing cooing 

raining sleeping guessing wanting keeping 

morning wishing telling thanking hlowing 

bringing hearing eating filling saying 

Eeview ed as in the following: 
played wanted rained thanked wished filled 
cooed looked mewed 



From it develop the following words: 
sit hit hit lit 

Game No. 24, page 178. 



Fourth Step — Reading Lesson. (Primer, pages 70-72.) 

Silent Eeadixg Exercise 

Seat work in silent reading may well be given here, based on 
Card 16, New Set VII-A. 



340 MANUAL FOR 

BOBBIE SQUIEREL'S TAIL 
First Step— The Oral Story. 

Bobbie Squirrel was an early riser. One bright day he got up very 
early, and, whisking his long gray tail over his back, he scampered down 
the tree where he lived and down a little brown path in the woods. Just 
then Jack Rabbit was coming along. Jack Rabbit's tail was little. "Look 
at Bobbie!" he said. "He wants us to see his big tail. How proud he is 
of that bushy tail of his! I am glad I don't have to carry such a long 
tail as that. It would be getting in my way all the time." 

Brown Owl was sitting in a tree near by. He said, "Oh, see Bobbie! 
He has his tail above his back. He waves it as though it were a flag!" 

But Bobbie Squirrel did not pay a bit of attention to Jack Rabbit or 
Brown Owl. He did not care how much they laughed at his long, bushy 
tail. He knew that he had a great deal of work to do between sunrise and 
sunset, and he knew that his big tail would help him to do it. 

Bobbie Squirrel ran to a nut tree^ and under the tree the ground was all 
covered with ripe hickory nuts. Bobbie dug a big round hole in the ground 
near the tree. Then he swept nut after nut into the hole. Can you guess 
what he used for a broom? After that he covered up the nuts with leaves 
which he swept with his long, bushy tail, too. He will have plenty of nuts 
to eat next winter. When all the nuts were safely buried, it was time for 
Bobbie to go home, so he hurried back along the little brown path until he 
came to the hollow tree in which he made his home. 

Guess what Bobbie found when he got home! He found nut shells on the 
floor! A little squirrel had stopped there to eat his dinner and had scat- 
tered nut shells all over Bobbie's green moss floor. "Oh, dear me!" said 
Bobbie. "This floor must be swept." So he swept the floor with his big 
gray tail, until the room was as clean as it could be. And as he swept 
with his long, bushy tail he kept saying to himself, "How glad I am that 
my tail is not like that little stump tail Jack Rabbit has! I don't see 
how he can ever sweep his floor." 

By and by night came, and the stars began to peep down upon all the 
trees in the woods. Bobbie Squirrel had worked so hard all day that he 
felt tired and sleepy, so he curled up into a furry ball. His big gray tail, 
that had been so useful to him all day, made a flne soft pillow. Just before 
Bobbie went to sleep he said to himself, "Poor old Brown Owl! He has 
no pillow like mine to put that big head of his upon!" 

— Carolyn S. Bailey. 



ELSON-RUNKEL PRIMER 

Second Step — Dramatization. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 



141 



Sentences 
Build sentences, using words listed below. 



What a big tail 
ran down a tree 
coming along 



Pheases 
above his back 
under the tree 
big round hole 



next winter 
dear me 
must be swept 



Words 



Sight 



(Eeview) squirrel tail down Jack Eabbit along us 

above nuts under hole leaves floor 

Brown Owl covered next 

put swept night 



(New) 



coming 
winter 



Phonetic 

(Eeview) found 
(N'ew) shells 
Game N'o. 34, page 180. 



round 
dear 



Phonetics (ell) 
Eeview ear as in the following words : 

hear dear tear fear near 
From tell develop ell and the following words : 

shell spell hell fell sell well 
Eeview sh as in the following : 
sham shame shad shade shave sheep 



shack 



Fourtli Step — Reading Lesson. (Primer, pages 73«-75.) 



342 MANUAL FOR 

SUGGESTIONS FOR SUPPLEMENTARY WORK (RABBITS AND SQUIBiRELS) 

I. Supplementary Stories. 

(1) "The Little King's Eabbits," Maud Lindsay in A Story 
Garden, Lothrop, Lee and Shepard. 

(2) "The Chestnut Boys," in In the Child's World, Milton 
Bradley Company. 

II. Conversation. Babbits, squirrels, and nuts. 

III. Poem. "Eut-a-tut-tut," Mary Mapes Dodge in Rhymes 

and Jingles, Charles Scribner's Sons. 

IV. Song. "The Little Babbit," in Song Book, Part II, Churchill- 

Grindell. 

V. Song Game. "Chasing the Squirrel," Walker and Jenks in 

Songs and Games for Little Ones, Oliver Ditson Company. 

VI. Projects. 

(1) Make clover field. Cut rabbit and little girl and mount 
in clover field. 

(2) Free-hand cutting of squirrels and trees. Mount. 

(3) Basket, woven. Six 22" strips. Ten 14j" strips. 

VII. Occupation. 

Silent Beading and Crayoning Cards, N"ew Set VII-A, Card 16. 
To follow page 72 of the Primer. 



NED VISITS GBANDMOTHEB 
First Step— The Oral Story. 

Little Edward Wilberforee McKay was going on a journey. It seemed 
like a very long journey to Edward Wilberforee McKay, or little Ned, as 
he was generally called. The fact of the matter was that Ned was walking 
down the road to his grandmother's house, and he was going alone, and 
he had never gone alone to visit his grandmother before. He was going 
to show her his new red cart ths^t his farther had brought him. 



ELSON-RUNKEL PRIMER 343 

Before he started out he said, "Mother, I'd like to take Grandmother 
something in my little red cart. What shall I take her?" 

Ned's mother thought for a moment and then she said, "Perhaps she 
would like some cookies for her supper. Take her some of these I have 
just baked. Take her an apple, too." 

"That will be the very thing," said Ned. So he put the apple and 
the cookies into his little red cart, and off he w^nt down the road that 
led to Grandmother's. 

Soon Ned came to a meadow by the roadside. In the meadow was a 
little, fat, curly-tailed pig. When the pig spied Ned and his cart, and 
sinelled the cookies and the apple, he put out his snout and ran right 
toward the little red cart. "Good morning, Little Pig," said Ned. Little 
Pig said, "Wee, wee! I want some cookies.'' But Ned shook his finger 
at him, and said, "No, no. Little Pig! They are for Grandmother. Come 
with me to her house. She will give you some dinner." So Little Pig 
followed on behind Ned as he trudged along the road toward Grandmother's. 

It wasn't long until they came to an old brown barn. A white hen 
was standing near the barn gate. She saw Ned and Little Pig coming 
down the road, so she got upon the gate to meet them. When they came 
near her, she smelled the cookies. "Good morning, White Hen!" said 
Ned. White Hen said, "Cluck, cluck! I want some cookies." But Ned 
shook his finger at her and said, "No, no. White Hen! They are for 
Grandmother. Come with us to her house. She will give you some 
dinner." So White Hen went with Ned and Little Pig as they trudged 
along the road to Grandmother's. 

Soon they came to a house right by the side of the road. Lying on 
the doorstep was a little gray kitten. The gray kitten opened its eye& 
and saw Ned and Little Pig and White Hen coming down the road. The 
kitten got up from the doorstep and went out into \he yard to meet them. 
"Good morning. Gray Kitten!" said Ned. Gray Kitten said, "Mew, mew! 
I want some cookies." But Ned shook his finger at him and said, "No, 
no. Gray Kitten! They are for Grandmother. Come with us to her house. 
She will give you some dinner." So Gray Kitten went with Ned and 
Little Pig and White Hen, as they trudged along the road to Grand 
mother's. 

After awhile they came to a big tree. A little bird, sitting in the 
branches, saw them as they walked along the road. Down he flew from the 
tree and peeped right into the little red cart. He saw the cookies there and 
was just thinking he would peck at them when Ned said, "Good morning. 



344 MANUAL FOR 

Little Bird!" Little Bird said, "Peep, peep! I want some cookies." 
But Ned shook his finger at him and said, "No, no, Little Bird! They are 
f-or Grandmother. Come with us to her house. She will give you some 
dinner." So Little Bird went with Ned and Little Pig and White Hen and 
Gray Kitten, as they trudged along the road to Grandmother's. 

Grandmother happened to be looking out through the window. All at 
once she spied the queer procession coming down the road. She looked 
and looked. She took off her glasses and rubbed them, put them on and 
looked again. "What do I see?" she said. "Oh, it is Little Ned, sure 
as can be — bless his little heart! But what's all that coming behind him?" 
she said. Then she hurried out through the gate and saw coming toward 
her, Little Ned, and behind him the little red cart, and behind the little red 
cart the little fat pig, and behind the little fat pig the little white hen, and 
behind the little white hen the little gray kitten, and behind the little gray 
kitten the little fluffy bird. "Good morning, Ned! Well, did I ever, 
did I ever!" was all Grandmother could say, for she was so surprised. 
Ned said, "Good morning, Grandmother! See my little red cart? I have 
some cookies for you. Mother baked them just before I started out from 
home. I have an apple for you, too." Grandmother said, "Thank you, 
Ned! I like cookies and apples." 

When Ned gave Grandmother the cookies and the apple, she said to him. 
"Now, Ned, tell me what I can give you and all your little friends." 
"Oh, give us some dinner. Grandmother!" said Ned. Then he told her 
how Little Pig and White Hen and Gray Kitten and Little Bird had 
wanted to eat the cookies and the apple, and how he had told them that 
Grandmother would give them something to eat. When he had finished, 
Grandmother said, "I will get you all some dinner, Ned, but first tell me 
what you and your little friends like. ' ' Ned said, * ' Little Pig and White 
Hen like corn; Little ]3ird likes bread; Gray Kitten and I like milk." 

So Grandmother told them all to sit down at the big table in the dining 
room. Soon she brought a bowl of milk for Ned, a saucer of milk for 
Gray Kitten, some corn for White Hen and Little Pig, and some bread for 
Little Bird. They all ate and drank and had a pig-hen-kitten-bird-boy 
picnic in Grandmother's dining room. And when it was over, Ned kissed 
his Grandmother and said, "Good-bye, Grandmother." And Grandmother 
said, * * Good-bye, Ned ! ' ' and she kissed him as he started down the road 
with all his little friends following on behind the red cart. 

As they trudged along, Ned said to Little Pig and White Hen and Gray 
Kitten and Little Bird, **Now you see why I would not let you eat the 



ELSON-RUNKEL PRIMER 345 

cookies and the apple, ' ' And they all said, ' ' Yes, yes — we had a better 
dinner at your Grandmother 's. What a fine picnic we all had together ! ' ' 
Soon they came to the big tree. ''Good-bye, Little Bird," said Ned. 
' ' Peep, peep, ' ' said Little Bird. Next they came to the house. ' ' Good-bye, 
Gray Kitten, ' ' said Ned. ' * Mew, mew ! ' ' said Gray Kitten. It wasn 't long 
until they came to the barn. ' ' Good-bye, White Hen ! ' ' said Ned. ' * Cluck, 
cluck ! ' ' said White Hen. Next they came to the meadow, ' ' Good-bye, 
Little Pig!" said Ned. *'Wee, wee!'' said Little Pig. Then Ned ran 
home to his mother as fast as his little legs could carry him. 

— Marion Wathen in Story-Telling Time. 



Second Step — Dramatization. 

The teacher prepares the setting as given on page 76 of the Primer. 
Pupils use dialogue of pages 77-84. 

Characters 
Ned Mother Grandmother Pig Hen Kitten Bird 

Scenes 

Ned talking with his mother. Ned going to Grandmother's. Ned at 
Grandmother's. Ned going home. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using words listed below. 

Phrases 

a little red cart in the )^ard likes milk 

will give 3^011 went along must go now 



346 




MANUAL FOE 

WOBDS 


Sight 






(Eeview) 


wanted 


put meadow along bar: 




cluck 


flew thank next 


(New) 


cart him 


cookies yard bread drank 


Phonetic 






(Eeview) 


she 


gray corn 


(New) 


Ned 


grandmother ate 



Game No. 35, page 181. 



Phonetics {ed, ate, dr) 
From red develop ed and the following words : 

Ned led fed led 
From and develop grandmother. 

From at develop ate, and show how the following words are 
developed : 

fat fate hat hate mat mate rat rate 
From dranh develop dr and the following words : 

dram dray drag 
Game No. 25, page 178. 



Fourth Step — Eeading Lesson. (Primer, pages 76-84.) 
Teacher will ask the following questions: 

Where did Ned go? 

What did Little Pig want? 

What did Ned say to Little Pig? 
Pupils will read silently page 77, and answer questions. 

Pages 77, 78, 80, and 81 may well be used for silent reading. 
Similar questions could be asked for pages 78, 80, and 81. 
The questions may be written on the board. 



ELSON-RUNKEL PRIMER 347 

Silent Reading Exercise 
Seat work in silent reading may well be given here, based on 
Card 17, New Set VII-A. 

SUGGESTIONS FOR SUPPLEMENTARY WORK ( ANIMALS ) 

I. Supplementary Stories. 

(1) "The Open Gate," Maud Lindsay in Mother 8tories, Mil- 
ton Bradley Company. 

(2) "A Barnyard Talk/' in In the Child's World, Milton 
Bradley Company. 

II. Conversation. Animals. 




POSTER 1. 



POSTER 3. 



HI. Poem. "Doggie's Trick," Mary Mapes Dodge in Rhymes 

and Jingles, Charles Scribner's Sons. 
IV. Songs. 

(1) "The Barnyard." Hailmann in Songs, Games, and 
Rhymes, Milton Bradley Company. 

(2) "Barnyard Music," in Lyric Music Primer, Scott, Fores- 
man and Company. 



348 MANUAL FOR 

V. Projects. 

(1) Poster. Draw hill with house at top. Cut Ned and the 
pig, hen, cat, and bird. Mount them on the hill. 
(3) Fold Ned's wagon. 

(3) Poster. Barnyard, fence, animals, barn, windmill. 

(4) Sand table. Make a cart. ' 

VI. Silent Eeading and Crayoning Cards, New Set VII-A, 

Card 17. To follow page 84 of the Primer. 



LITTLE OWL 
First Step— The Oral Story. 

There was once a little owl who had never been more than a few feet 
away from his nest. One night Mother Owl said to him, "Little Owl, it 
is time for you to learn to say 'Whoo, whoo!' as big owls do." Little 
Owl said, "Oh, no, Mother! I don't want to say 'Whoo, whoo!'" But 
Mother Owl said, "You must say 'Whoo!' When boys and cats hear you 
and see your big eyes shining in the dark, they will be afraid and run 
away from you." 

But Little Owl would not say "Whoo!" 

"A cat will get you if you do not learn to say 'Whoo ! ' " said Mother 
Owl. 

"What is a cat?" asked Little Owl. 

"A cat," said Mother Owl, "has fur and four feet with sharp claws. 
It has big round eyes and can see in the dark. It eats mice just as we 
do. But it eats little birds, too. Hide way down in your nest when you 
hear it call." 

"What do cats say when they call?" asked Little Owl. "Do cats say 
'Whoo, whoo!' Mother?" 

"No, no," said Mother Owl, "cats say 'Mew, mew ! ' " 



ELSON-RUNKEL PRIMER 349 

"Mother! Mother!" said Little Owl, "I want to see a cat. I want 
to hear her say *Mew, mew ! ' " 

"You are not a good little owl," said Mother Owl. "You must learn 
to say *Whoo, whool' as I do." 

"I can't," said Little Owl, and he shut his eyes tight, and would not 
even try. 

Mother Owl said, "I am going to the barn for mice, but you shall not 
have any for your supper." 

One day Mother Owl flew away and left Little Owl sitting in the tree. 
"I wish I could see a cat," he said to himself. "Maybe if I say 'Mew, 
mew' the cat will think I am another cat and will come to see me." So 
he cried "Mew, mew!" over and over again. Just then a cat came 
through the woods and heard Little Owl, and she answered, very high and 
loud, "Mew, mew!" Little Owl did not hide in his nest as his mother had 
told him to do. He looked down from the tree, and there on the ground, " 
near him, he saw the cat's big eyes looking up at him. When Little Owl 
remembered his mother had told him that cats eat little birds, he began 
to be frightened. But he said to himself, "The cat will not eat me; she 
thinks I am another cat, because I said 'Mew, mew ! ' " 

"Who are you, up in that tree?" called out the cat. "I heard you say 
'Mew, mew!' Are you a cat?" 

Little Owl did not answer. All he said was, "Mew, mew!" 

Then the cat said, "You say 'Mew, mew!' but you do not look like a 
cat. You look like a little owl. I believe you are a little owl. Cats eat 
mice, Little Owl. Little Owl, can you eat a mouse?" 

"Oh, yes!" said Little Owl. "I can eat a mouse." 

Then the cat said, "Maybe you are a cat, after all. For you say 'Mew, 
mew!' and you eat mice. But cats eat birds, too. Do you eat birds?" 

Then Little Owl forgot he was pretending that he was a cat. "Oh, no!" 
he said. "I am a bird." 

"Oho!" said the cat. "You are not a cat. You are a little owl. I 
eat birds. I will eat you. Little Owl!" And then that cat, with four 
feet and sharp claws and big round eyes, began to climb the tree. 

Just then a kind little boy came to the tree. His name was Bobbie. 
When he saw Little Owl and the cat, he cried out, "Cat, go away! You 
must not eat Little Owl. I want to take him home with me and give him 
8ome dinner." Away ran the cat, and Bobbie called after her, "Good-bye, 



350 MANUAL FOR 

Cat, good-bye!" So Bobbie took Little Owl home with him and put him 
into a cage, and hung the cage out on the porch. 

Little Owl was not happy. He wanted to go home to his mother. Late 
in the night Mother Owl came and sat in a tree near the cage. Little Owl 
said, "Mother, Mother! I will be a good little owl. I will say 'Whoo, 
whoo!' I will hide in my nest when I see a cat. Take me home with 
you." But Mother Owl said, "No, no. Little Owl! I cannot take you 
with me. I cannot get you out of the cage." When morning came, she 
flew away. 

Little Owl would not sleep. He would not eat his dinner. All day long 
he kept saying "Whoo, whoo!" at first very soft and low, and then very 
loud and high. After awhile, Bobbie's mother heard Little Owl. "Bobbie," 
she said, "hear Little Owl! He wants to go to his mother. Take him to 
his home. He will not eat, and I don't like to hear him cry." 

So Bobbie took Little Owl back to the woods. "Mother Owl, Mother 
Owl!" he said, "do you want Little Owl?" 

Mother Owl said, "Whoo, whoo!" Little Owl said "Whoo, whoo!" 
too. 

Then Bobbie put Little Owl in the tree where Mother Owl was sitting. 

How happy they all were! 

— Anne Schijtze in Little Animal Stories. 



Second Step — Dramatization. ' ... 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 

Phrases 

don't want to say big eyes take him home 

will run away kind little boy was not happy 

would not say go away would not eat 



ELSON-RUNKEL PRIMER 351 

Words 



Sight 




(Beview) owl 


night flew \ 


not 


don't must 


(New) 


took 


Phonetic 




(Eeview) 


name say how 


(New) 


kind whoo would 



happy 



take 



Game No, 26, page 179. 

Phonetics (owM) 

From could develop ould, should^ and would. 
From ind develop hind. 
Eeview oo and develop whoo. 
Game No. 36, page 181. 



Fourth Step — Reading Lesson. (Primer, pages 86-91.) 

Pages 87, 88, and 90 may well be used for silent reading. 
See pages 308, 316 of the Manual for suggestions. 



SUGGESTIONS FOR SUPPLEMENTARY WORK (oWLS) 

I. Supplementary Story. "The Owl and the Eagle," Aesop. 

II. Conversation. Owls. 

III. Poem. "The Distinction/' Margaret Erskine in Little 

Animal Stories, The Pilgrim Press. 



352 MANUAL FOR 

lY. Song. 

"Voices of the Night/' in Lyric Music First Reader^ Scott, 
Foresman and Company. 

V. Song Game. 

"The Owl," Gaynor in Songs of the Child World, Part I, 
Church. 



WHAT BEOWN PUSSY SAW 
First Step— The Oral Story. 

Two little pussies 
Came out one day, 

One saw the other 
Over the way. 

"Good morning, sister. 

How do you do ?" 
The other answered ' 

With just a "mew." 

One gray pussy. 

In great surprise, ; | 

Could hardly believe 

Her little eyes. 



iJ ■ I: 



ELSON-RUNKEL PRIMER ;i5;? 

"I could never 

Stir from the bough, 
That young pussy 

Is walking now." 

The other pussy 

Went home with a bound; 
"Mother Pussy, 

Guess what I found. 

"A saucy kitten 

Sat in a tree; 
Wore a brown bonnet, 

And mocked at me." 

— ^Kate L. Brown. 



Second Step — Dramatization. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. ! 

Pheases 
Gray Pussy a pretty coat 

Brown Pussy wish I could run 

WOBDS 

Sight 

(Review) Brown looked coat wish 
(New) Pussy 

Phonetic 

(Review) gray 

Phonetics (Review) 

Fourth Step — Reading Lesson. (Primer, pages 92-93.) i 



354 MANUAL FOR 

SUGGESTIONS FOR SUPPLEMENTARY WORK ( PUSSY WILLOW) 

I. Supplementary Story. "The Willow's Wish," Kate L. Brown 

in Half a Hundred Stories, Milton Bradley Company. 

II. Conversation. Pussywillow. 

III. Poem. "Pussies," Anna Badlam in Half a Hundred Stories, 

Milton Bradley Company. 

IV. Song. "Pussy Willow," Gaynor in Songs of the Child 

World, Church. 

V. Song Games. 

VI. Occupation. Draw stem and mount real pussy willows on it. 



THE BEOOK 

First Step — The Oral Story. (Memorize Primer, pages 94-95.) , 

Second Step — Dramatization. I 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 

Pheases 
come along what happy plajrmates both of us 

Run along You and I What a gight 



ELSON-RUNKEL PRIMER ' 355 

Words 



Sight 










(Review) 


along 


what 


playmates 


wet 


(New) 


Both 


tirili 


tumbled 


Still 


Phonetic 










(Eeview) 


sing 


dear 







(New) brook ting sight 

Game No. 37, page 181. 



Phonetics {ight, 00k, hr) 

From ing develop ting. 

From night develop ight and the following words : 

sight bright fight light might right tight 
From took develop ooh and the following words : 

brook book cook hook look shook 
From brown develop br and the following words : 

brown brook bran brow brand bring 
Game 'No. 26, page 179. 



Fourth Step — Beading Lesson. (Primer, pages 94-95.) 

SUGGESTIONS FOR SUPPLEMENTARY WORK (THE BROOK) 

I. Supplementary Story. 

II. Conversation. Water, brooks, rivers, etc. 

III. Poem. "The Runaway Brook," Eliza Pollen in Three 

Years with the Poets, Houghton Mifflin Company. 



356 MANUAL FOR 

IV. Songs. 

(1) "Eun, Little Eivulet, Run," Walker and Jenks in Songs 
and Games for Little Ones, Oliver Ditson Company. 

(2) "The Brooklet/' in Lyric Music First Reader, Scott, Fores- 
man and Company. 

(3) "An Invitation," in Lyric Music Second Reader, Scott, 
Foresman and Company. 

V. Song Games. 

VI. Occupation. Draw and cut things associated with brooks; as 

fish, frogs, etc. 

VII. Project. 

Sand table. Place stones in the brook. A bridge could be made 
also. 



THE WINDMILL 
First Step— The Oral Story. 

Once upon a time there was a big, tall windmill that belonged to a 
farmer. It had worked hard many years, filling the trough with water 
for the horses, cows, and sheep. 

But one day it said, "I will stop! I will not go round and round and 
round. I am tired and I want to rest." So the windmill was still all 
day. 

By and by the wind came along. It said, "Come, Windmill ! Why 
are you not at work? I will make you go round and round and round." 



ELSON-RUNKEL PRIMER 357 

"No, no!" said the windmill. "I don't want you to help me. I don't 
want to go round and round and round. I want to be still all day. I am 
tired and I want to rest." 

The wind said, "You must go round! The horses and cows want water. 
I will blow for you." 

The wind blew and blew, but the windmill would not go, so at last the 
wind went away. 

All day long the windmill rested. 

In the evening the tired horses came home. They had worked hard for 
the farmer all day in the hot sun. The cows and sheep came home, too. 
They were all thirsty and ran to the windmill for a drink, but there was 
no water in the trough. 

"Oh, Windmill," they cried, "will you be kind to us and give us some 
water?'* 

Then the windmill was not happy. It was sorry there was no water. 
"Oh, why didn't I work today?" it said to itself. "There is no water 
for the horses and cows and sheep." And the windmill was so sorry 
that it began to creak and groan. Then it called out to the wind, "Oh, 
Wind, come and help me!" 

The wind came at once. "I will blow for you," it said. And it blew 
and blew until all at once the wheel of the windmill stopped creaking and 
groaning and began to whirl merrily around. Soon the trough was full of 
clear, cold sparkling water, and as the horses, and cows, and sheep drank, 
the windmill said to itself, "I will never rest again unless the trough is 
full." 

— ^Kathlyn Libbey. 

Second Step — Dramatization. 

Third Step— Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 

Phrases 

Once there was will help you would not go 

will stop round and round would not bring 

was still all day must go drank and drank 



358 




MANUAT- FOR 
Words 






Sight 










(Review) 


Once 


there will 


stop 


all 




blow 


don't ns 


happy 


drank 


(New) 


windmill 


water help 






Phonetic 










(Eeview) 


round 


came 







Game No. 29, page 179. 

Phonetics {ill) 
From luill develop ill and the following words : 
mill hill bill sill fill Mil 
Eeview: ould ame ow anh. 
Game No. 38, page 181. 

Fourth Step — Reading Lesson. (Primer, pages 96-99.) 
Pages 98 and 99 may well be used for silent reading. 
For suggestions see below. 

SUGGESTIONS FOR SUPPLEMENTARY WORK (tHE WINDMILL) 

I. Supplementary Story. "The Wind's Work/' Maud Lindsay 

in Mother Stories, Milton Bradley Company. 

II. Conversation. Wind and Windmills. 

III. Poem. "The Windy Days," Frances 
Sykes in Story-Telling Time, The Pil- 
grim Press. 
"The Wind Song," Eugene Field. 

IV. Song. "The Windmill," Jessie L. Gaynor 
in Songs of the Child World, Church. 

V. Song Game. "The Windmill," Walker 
and Jenks in Songs and Games for Little 
Ones, Oliver Ditson Company. 

VI. Projects. 

(1) Make pin wheels and mount on sticks. 

(2) Sand Table. 
Make a windmill and watering trough. 




ELSON-RUNKEL PRIMER 359 

WHO LIKES ISrORTH WIND? 
First Step— The Oral Story. 

"Oo-oo! Oo-oo!" said North Wind to himself one day. "I am tired 
of playing all alone. I will go through the woods andJ;hrough the towna 
until I find a playmate." 

So he went blowing along over the fields, calling out "Oo-oo! Oo-oo! 
Who will be my playmate?" After awhile he came to a little bird 
sitting in a tree. His feathers were all fluffed up, for he wanted to keep 
warm. "Peep, peep! Peep, peep!" said the bird when he heard North 
Wind. "How cold the wind is! Winter is coming. I must fly away. 
Good-bye!" And away he flew to hunt for a warm home in the South. 

"Oo-oo! Oo-oo!" said North Wind. "I wonder why everyone leaves 
when I come. Nobody seems to like me. How lonesome I am! I wish 
I could find a playmate." 

He went blowing through the woods crying, "Oo-oo! Oo-oo! Who 
will be my playmate?" Gray Squirrel sat on the ground, under a tree. 
He heard North Wind coming, and said to himself, "How cold the wind 
is! Winter is coming. There are nuts in the woods, and I will fill 
my nest with them. I can eat them in the winter. My nest will keep 
me warm. I will go to my home in the tree." Then away ran Gray 
Squirrel to fill his warm nest with nuts! 

"Oo-oo! Oo-oo!" said North Wind. "See Gray Squirrel run away! 
Nobody likes me. I am lonesome and I wish I could find a playmate!" 
So he went blowing along until he came to a farm house. Black Kitty 
was in the yard. "Oo-oo! Oo-oo! Will you be my playmate?" called 
out North Wind. But Black Kitty did not even answer. He climbed 
up the door steps and cried out, "Mew, mew, mew! How cold the wind is! 
Winter is coming. I want to go into the house, for I can keep warm 
there. I can get some milk there, too. I can sleep on the warm floor. 
Mew, mew! Mew, mew! Let me come into the house!" 

"Oo-oo! Oo-oo!" said North Wind. "Little Bird flew away from me. 
Gray Squirrel ran to his nest when he saw me coming. And now Black 
Kitty wants to go away from me, too. Nobody will play with me. No- 
body likes me. I am so lonesome! How I wish I could find a playmate!" 

Just then the door flew open and out ran a little boy named Jack. 
"Hurrah! Hurrah!" he cried, as he ran to the barn, waving his cap 
for joy. "How cold the wind is! Winter is coming, and it is going to 



360 MANUAL FOR 

snow. I will make a snow man. I will ride down the hill on my sled, too. 
Hurrah! Hurrah! Hurrah!" 

North Wind blew upon Jack's nose and cheeks until they were as red 
as they could be. "Oo-oo! Oo-oo!" he said. "How happy I am now! 
At last I have found someone who likes me! I have found a playmate! 
Oo-oo, Jack, oo-oo!* The white snow is coming. See! It is coming now! 
You and I will be playmates. How happy we will be! Oo-oo, Jack, oo-oo!" 

— Folk Tale. 



Second Step — Dramatization. 

Characters 

North Wind Little Bird Jack Black Kitten Gray Squirrel 

Scene 

Little Bird in a tree, Black Kitten at the door, Gray Squirrel on the 
ground, Jack running to the ham. 

North Wind: Oo-oo! Oo-oo! 

Little Bird: Peep, peep! Peep, peep! How cold the wind is! Winter 
is coming. I must fly aM^ay. Good-bye! 

North Wind: Oo-oo! Oo-oo! 

Gray Squirrel: How cold the wind is! Winter is coming. I must fill 
my nest with nuts to eat next winter. My nest will keep me warm, too. 

North Wind: Oo-oo! Oo-oo! 

Black Kitten : Mew, mew, mew ! How cold the wind is ! Winter is com- 
ing. I want to go into the house to get warm. I can get some milk there 
and I can sleep on the warm floor. Mew, mew! Let me come into the 
house. 

North Wind: Oo-oo! Oo-oo! 

Jack: Hurrah! Hurrah! How cold the wind is! Winter is coming, 
and it is going to snow. I will make a snow man. I will ride down the 
hill, too. Hurrah! Hurrah! Hurrah! 

North Wind: Oo-oo! Oo-oo! How happy I am now! I have found a 
playmate. How happy we will be! Oo-oo, Jack, oo-oo! 



ELSON-RUNKEL PRIMER 3fi] 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 



Phbases 



will fill 




will 


go 




will 


keep 




will ride 




Sight 




W( 


(Eeview) 


wind 


warm 




nest 


nuts 


(New) 


north 


cold 


Phonetic 






(Eeview) 


ground fill 


(New) 


snow 


hill 



will make 
Let me come 
How cold 
down the hill 



yard floor ride 

let hurrah 



keep 



man 



Game No. 39, page 181. 



Phonetics (ow, sn) 
Eeview ill, eep, an, ound. 
Game 25, page 178. 
From hlow develop ow and the following words : 

snow grow slow crow 
From snoiv develop sn and the following words: 

snag snap snahe 



Fourth Step — Reading Lesson. (Primer, pages 100-104.) 



362 



MANUAL FOE 



rm 



SUGGESTIONS FOR SUPPLEMENTARY WORK (WINTER AND 
NORTH wind) 

I. Supplementary Story. "The Snowball/' Maud Lindsay in 

A Story Garden, Lothrop, Lee and Shepard. 

II. Conversation. Winter. 

III. Poem. "Snow," Mary Mapes Dodge. 

IV. Songs. 

( 1 ) "Sleighing Song," Jessie L. Gaynor in Songs 
of the Child World, Part I, Church. 

(2) "Sliding/' in Lyric Music Primer, Scott, 
Foresman and Company. 

V. Song Game. "Skating Game/' Eeed and 

Brockman in Timely Gamss and Songs, The 
Pilgrim Press. 

VI. Occupation. 

(1) Cut snowflakes. 

(2) Cut sled. 



\a/ 



HOW PATTY GAVE THANKS 

First Step— The Oral Story. 

Farmer Gray always shut his animals in the warm barn at night in the 
fall and winter. He wanted them to be snug and comfortable for the 
night. But in the morning he turned them all into the barnyard. One 
bright November morning, when the sun was shining warmly, the gentle old 
cow shook the bell that was tied to her neck until it rang and rang and 
rang. All the other farm animals hurried to her to see why she was 



ELSON-KUNKEL PRIMER 363 

ringing the bell. "Good morning to you all!" she said. "I have some- 
thing to tell you. Can you guess what it is?" 

"Is it about a little girl?" asked Bob, the horse. 

"Yes," answered the cow. "It is about a little girl. Can you guess 
who she is?" 

Then one of the sheep spoke up and said, "Maybe it is Master's little 
daughter, Patty. Is it something about Patty?" 

"Yes," answered the cow. "You made a good guess. It is about 
Patty." 

"I want to hear about Patty," said Bob. "We all love Patty." 

"Yes," said the sheep. "Tell us about Patty." 

Then the gentle old cow began her story. She said, "What a good girl 
Patty is! She came to me this morning and began to stroke my forehead, 
and said, 'Good morning. Cow. This is Thank-you day. You give me milk 
for my breakfast. I like your good milk, so I have come to say, 'Thank 
you, Cow, thank you.' Then the dear child put a sweet juicy apple into 
my mouth and laughed to hear me crunch it. I am so glad that my milk 
is good and rich. I like to give milk to Patty." 

"What you say is true, Friend Cow. What a kind little girl she is!" 
said Bob. 

"Did you see Patty, Bob?" asked the sheep. 

"Yes," answered Bob. "Patty came to me, too. She said, 'You dear 
horse! You give me rides. Thank you. Bob, thank you!' She patted 
me and patted me. Then, bless her heart! she gave me a big armful of 
nice, sweet hay. I tell you I will give her a ride soon." 

When Bob had finished speaking, the gentle old cow said, "How kind 
Patty is! Bob likes to give her rides; I like to give her milk." 

"Did Patty thank you. Sheep?" asked Bob. 

"Yes," answered one of the sheep. "She came to us, too. I can tell 
you I was surprised when she brought me and the rest of the flock a dish 
of salt this morning. She said, 'Good morning! I know what you give 
me. Sheep. You give me wool. The wool keeps me warm. Our balls of 
worsted are made of your wool, and so is the dress I have on. Thank 
you. Sheep, thank you!' Then she gave us some water." 

When the sheep had finished speaking, the gentle old cow said, "How 
kind Patty is! Bob likes to give her rides; sheep like to give her wool; 
I like to give her rnilk." 



364 MANUAL FOR 

By and by the cow spoke up again. "Friend Bob," she said, "did 
Patty thank the hens, too?" 

"Yes," answered Bob. "I heard her thank them. Then she gave them 
some corn." 

"What do the hens give Patty?" asked the sheep. 

"They give her eggs," answered the cow. 

Then Bob said, "Patty told the hens that she liked their eggs for 
breakfast, and that her mother made cake with some of the eggs, too. 
Patty said 'Thank you' to us all. I wonder what put it into her head 
to come and thank us this morning." 

"It was her good little heart that put it into her head to come and 
thank us all," said one of the sheep, wisely. "I heard Master say that 
this is Thanksgiving Day. I heard Patty's grandfather ask her this morn- 
ing if she knew why Thanksgiving Day is kept. She answered, "Oh, yes! 
It is the day to say Thank you, for everything, and that is why I hurried 
out into the barnyard this morning.' And her grandfather said, *To 
whom did you say Thank you, out in the barnyard?' And Patty answered, 
'Why to all of them; to Bob, and the cow, and the sheep, and the hens!' 
Then I heard her grandfather say, 'I am glad that you remembered the 
kind, useful animals that give us so many things to make us happy and 
comfortable.' " 

And when the sheep had finished speaking, the gentle old cow said, "How 
kind Patty is! Bob likes to give her rides; sheep like to give her wool; 
hens like to give her eggs, and I like to give her milk. Moo, moo! Good 
Patty." 

— Emilie Poulsson in In the Child's World. 

Second Step— Dramatization. 

Third Step— Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 

Phrases 

about a little girl How kind 

about Patty keeps me warm 

your good milk heard her thank 



ELSON-RUNKEL PRIMER 36i 

Words 

thank milk apple 
heard 



Sight 




(Eeview) 


something guess thank 




did rides wool 


(New) 


about Patty patted 


Phonetic 




(Eeview) 


tell dear kind 


(New) 


know 



Game No. 29, page 179. 

Phonetics {Jen and out) 

From know develop Ten and the following words: 

knot knit knee 

From out develop pout and the following words: 
about snout rout shout 

Fourth Step — Reading Lesson. (Primer, pages 106-110.) 



SUGGESTIONS FOR SUPPLEMENTARY WORK (THANKSGIVING) 

I. Supplementary Story. "The Visit," Maud Lindsay in More 

Mother Stories, Milton Bradley Company. 

II. Conversation. Thanksgiving. 

III. Poem. "Thanksgiving Day," Lydia Maria Child. 

IV. Song. "The First Thanksgiving Day," Jessie L. Gaynor in 

Songs of the Child World, Part II, Church. 

V. Song Game. "Thanksgiving Song," Gaynor in Songs of the 

Child World, Part I, Church. 

VI. Occupation. Illustrate the above poem, "Thanksgiving Day." 



366 MANUAL FOR 

THE LITTLE CHRISTMAS TEEE 
First Step— The Oral Story. 

Three fir trees once lived on a hill. One tree was tall and beautiful, 
with wide-spreading branches; one tree was not so tall, but it was growing 
bigger every day; one was a little tree, but it hoped that some day it 
would be as tall as its biggest brother. 

Summer had passed and all the maple trees and oak trees and birch 
trees had lost their leaves long ago. One day the snow began to come 
down upon the three trees and soon it covered the ground. "Christmas 
is coming!" said the trees. "We want to be Christmas trees! Santa 
Claus will soon come and take us away. It will be great fun!" 

By and by a little bird came hopping along over the snow. The little 
bird was lost and could not find his mother. Poor little bird! He was 
so cold and weak that he could not fly, but he hopped along until he came 
to the big fir tree. "Are you a kind tree?" he asked. "May I sit in 
your branches? The snow is so cold!" The big tree said, "No, no! 
Little Bird. I don't want birds in my branches. I am going to be a 
Christmas tree!" And it drew its branches away from the poor little bird. 

"How cold I am," said the bird to himself. "I wish I could find a 
kind tree! It would keep me warm." He went on up the hill. Soon 
he came to the next fir tree. "Are you a kind tree?" he asked. "May 
I sit in your branches? The snow is so cold! I am lost, dear Tree, and 
I cannot find my mother." Now this tree was not kind, either. It was 
just like the first tree. So it said, "No, Little Bird, no! I don't want 
birds in my branches. I am going to be a Christmas tree!" 

So the little bird went on up the hill. Soon he came to the little fir 
tree. He was almost afraid to ask again, but he knew that night would 
come by and by, and that he must find a warm place to stay. So he said, 
very softly, "Little Tree, I am lost. May I sit in your warm branches? 
The snow is so cold!" Now the little fir tree was kind. It was not 
like the other fir trees. So it said, "Oh, yes, dear Bird! You may sit 
in my branches. I shall be glad to have you here." 

How happy the little bird was! The little fir tree was happy, too; it 
stood straight up, trying its best to keep the wind off the little bird. By 
and by the bird heard something — he heard the sound of silvery bells. 
A sleigh was coming up the hill — a sleigh drawn by a reindeer ! It came 
nearer and nearer. It did not stop at the big fir tree; it did not stop at 
the next fir tree; on it went until it came to the little tree, and then the 
reindeer stopped. "It has come to us!" said the bird. 



ELSON-RUNKEL PRIMER 367 

Out jutoped a man, with long white whiskers. Can you guess who he 
was? "What a pretty tree!" he said. "I want it for a Christmas tree!'' 
So he took the little fir tree with him in the sleigh. He took, the little 
bird, too. "I will take you to Patty," he said to the bird. "She will 
keep you warm." Away they all flew over the snow in the sleigh drawn 
by the reindeer. How happy the little bird was! How happy the little 
tree was, too! For the silvery bells kept ringing and ringing — and they 
seemed to say, "You are going to be a Christmas tree, kind little fir, you 
are going to be a Christmas tree!" 

— Mary McDowell. 

Second Step — Dramatization. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 

Phrases 

was not so big next tree at the big tree 

was lost was not kind at the next tree 

conld not find was kind What a pretty tree 

Words 

Sight 

(Eeview) hill snow coming along wish stop 

(New) upon Christmas branches sleigh jumped 
Phonetic 

(Eeview) hill snow 

(New) other 

Games Nos. 41 and 42, page 181. 

Phonetics (other) 
From mother develop other, and the following words: 

brother another •.: _ 

Game Ko. 42, page 181. 



368 MANUAL FOR 

Fourth Step — Eeading Lesson. (Primer, pages 111-116.) 

Silent Eeading Exercise 
Seat work in silent reading ma}^ well be given here, based on 
Card 18, New Set VII-A^ 

SUGGESTIONS FOR SUPPLEMENTARY WORK ( CHRISTMAS) 

T. Supplementary Stories. 

(1) ''The Little Fir Tree/' Hans Christian Andersen. 

(2) "Santa Clans/' Maud Lindsay in A Story Oar den, Lothrop, 
Lee and Shepard. 




II. Conversation. Christmas. 

III. Poem. "The First Christmas/' Emilie Poulsson in Three 

Years with the Poets, Houghton Mifflin Company. 



ELSON-RUNKEL PRIMER ' 369 

IV. Songs. 

(1) "Christmas Carol/' Jessie L. Gaynor in 8ongs of the Child 
World, Part I, Church. 

(2) "Christmas Presents/' in Lyric Music Primer, Scott, 
Foresman and Company. 

(3) "My Dream/' in Lyric Music First Reader, Scott, Fores- 
man and Company. 

V. Song Game. "The Legend of the Christmas Tree/' Jessie L. 

Gaynor in Songs of the Child World, Part I, Church. 

VI. Project. Poster. Christmas tree with Santa Clans, sleigh, 

etc., or toys, stockings, etc. 

VII. Occupation. Silent Eeading and Crayoning, New Set 
VII-A, Card 18. To follow page 116 of the Primer. 



QUE FLAG 
First Step— The Oral Story. 
(Memorize this poem.) 

I know three little sisters. 

You kHow the sisters, too, 
For one is red, and one is white, 

The other one is blue. 

Hurrah for the three little sisters! 

Hurrah for the red, white, and blue. 
Hurrah ! Hurrah ! Hurrah ! Hurrah ! 

Hurrah for the red, white, and blue. 



370 



MANUAL FOR 

I know three little sisters. 

Three sisters you can tell; 
For one is love, one, purity, 

One, truth we love so well. 

Hurrah for the three little sisters! 

Hurrah for the red, white, and blue. 
Hurrah ! Hurrah ! Hurrah ! Hurrah ! 

Hurrah for the red, white, and blue. 

— E. L. McCoRD. 



Second Step — Dramatization. 



Characters 



Children to say poem 

A child to represent Love 



A child to represent Purity 
A child to represent Truth 



Scene 
The three children carrying flags march in from cloak room or hall. 
Children in seats repeat the poem. As "red" is mentioned the child repre- 
senting Love hows. When Love is mentioned the same child hoios again. 
In turn the children representing Purity and Truth respond similarly. All 
salute the flag at the last line of each stanza. 



Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 

Phrases 
three little sisters The other one red, white, and blue 

Words 
Sight 

(Eeview) three sisters white blue 
Phonetic 

(Review) know red 
Game No. 43, page 182. 



ELSON-RUNKEL PRIMER 371 

Phonetics (Review fl and ow) 
flag fly floor know 

flat flowers snow blow 

Fourth Step — Reading Lesson. (Primer, page 117.) 

Suggestions for Supplementary Work (Our Flag) 

I. Supplementary Story. "The Eed, White, and Blue/' Laura 

E. Eichards in Five Minute Stories^ Dana Estes and Com- 
pany. 

II. Conversation. Flag. 

III. Poem. 
lY. Song. 

(1) "America." 

(2) "Salute to the Flag," Jessie L. Gaynor in Songs of the 
Child World, Part I, Church. 

(3) "Our Flag Is There/' in Lyric Music Primer, Scutt, 
Foresman and Company. 

V. Song Game. "Our Flag/' Tomlins in The Child's Garden of 

Song, A. C. McClurg and Company. 

VI. Project. 

Make flag by using red, white, and blue paper. 



THE EASTER RABBIT 

First Step — The Oral Story. 

One day Little Rabbit was sitting by the roadside, when all at once he 
saw Ray and May coming along, hand in hand. They did not see Little 
Rabbit, for he was behind some bushes. "Easter is coming soon," said 
May, "Let us make a nest in the yard. The Easter Rabbit will see it 
and leave pretty eggs in it for us — blue eggs and red eggs and eggs of all 



372 MANUAL FOE 

colors." "All right," said Eay. "Let us make a nest. Let us begin 
now." And away the children ran to get grass and hay for the nest. 

Little Rabbit had heard everything Ray and May said. He thought it 
would be great fun if he could play that he was the Easter Rabbit and 
put eggs into the children's nest. So he ran straight home to his mother 
and said, "Mother, I want to be the Easter Rabbit." 

"What is the Easter Rabbit?" asked his mother in surprise, for she 
had never heard of such a thing in all her life. 

"Oh, he is the rabbit that puts pretty eggs into children's nests every 
Easter," answered Little Rabbit. "Ray and May are going to make a 
nest in the yard. I heard them say so. I want to put eggs into it." 

"Oh, no. Little Rabbit," said his mother. "Do not go away from home. 
You must not let Ray and May see you. They will catch you." 

"I like Ray and May," said Little Rabbit. "They will not catch me." 
And he kept thinking what fun it would be to put Easter eggs into the 
children's nest. 

By and by Mother Rabbit went to the garden to get some dinner, and 
just as soon as she was out of sight, Little Rabbit ran to see if he could 
find Easter eggs for the nest. Over the field and down the road he ran. 
Ray and May saw him and ran after him, shouting, "Stop, Little Rabbit, 
stop! Let us catch you. We want to give you some dinner!" But Little 
Rabbit ran too fast for them, and called out, 

"Boys and girls cannot catch me. 
For I'm the Easter Rabbit, you see!" 

He thought it was great fun to lead Ray and May such a chase — but 
dear me, all at once he ran right into a net that someone had put in the 
yard! Before he could set himself free, Ray came up to him and said, 
"Oh, now we have you, Little Rabbit! We will keep you in the barn." 

So they took him to the barn, and patted him, and gave him green leaves 
for dinner. But poor Little Rabbit was frightened and wanted to see 
his mother. When Ray and May saw that he was not happy, they said, 
"Let us take him to the yard and set him free. He will put Easter eggs 
into the nest." So they took Little Rabbit to the yard and set him free. 
How he did run down the road! But as he ran away he heard Ray and 
May crying, and he felt so sorry for them that he stopped. "I will go 
back to the yard," he said. "I want to make Ray and May happy. I 
want to be the Easter Rabbit. I will look for Easter eggs in the yard." 

So Little Rabbit ran back to the yard and hunted everywhere for pretty 
Easter eggs. But he could not find a single egg. Then he looked in the 



ELSON-RUNKEL PRIMER 373 

nest that Ray and May had made to see if any other rabbit had left Easter 
eggs in it. Can you guess what he saw there? He was so surprised that 
all he could say was, "Dear me! Dear me!" over and over. For there 
in the nest were two pretty little kittens — one white as snow, the other 
black as coal. And while he was peeping at them from behind a bush, 
the mother cat came along. She was carrying a gray kitten in her mouth, 
and she put it into the nest, too. 

Just then May came to the nest to see if the Easter Rabbit had left 
any Easter eggs in it. When she saw the kittens she clapped her hands 
in surprise and joy, and called out 'to Ray, "Come, Ray! See what is in 
the nest!" Ray came running as fast as he could. "Three baby kittens!" 
he cried. "They are prettier than any Easter eggs." How happy Ray 
and May were! Little Rabbit was happy, too. "I guess I am not the 
Easter Rabbit, after all," he said to himself. "The cat is the Easter 
Rabbit!" Then he ran home to his mother. 

— Anne Schutze. 

Second Step — Dramatization. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

SeNTENCEvS 

Build sentences, using the words listed below. 

Phkases 
came along will go back 

coming soon could not find any 

will leave pretty eggs 

WOKDS 

patted 



Sight 








(Eeview) 


road 


make 


want 


(New) 


Easter 


stopped 




Phonetic 








(Eeview) 


find 


gray 




(New) 


Eay 







Game No. 44, page 183. 



374 MANUAL FOR 

Phonetics {et) 
From let develop et and the following words: 

get ivet set met net pet 
Game No. 45, joage 182. 

Fourth Step — Eeading Lesson. (Primex, pages 118-123.) 

Pages 119, 120, 122, and 123 may well be used for silent reading. 
For suggestions see pages 308, 316 of the Manual. 

SUGGESTIONS FOR SUPPLEM]5NTARY WORK (eASTER) 

I. Supplementary Stories. 

(1) ^'Old Man Eabbit's Thanksgiving Dinner," Carolyn S. 
Bailey in For the Story Teller, Milton Bradley Company. 

(2) "Cinderella's Egg Hunt," Madge Bigham in Stories of 
Mother Goose Village, Eand, McNally and Company. 

II. Conversation. Easter. 

III. Poem. "Lily of the Eesnrrection," Lucy Larcom. 

IV. Song. '^^Easter Song/' Jessie L. Gaynor in Songs of Child- 

hood, Part I, Church. 

V. Song Game. 

VI. Projects. 

(1) Cut Easter lilies and mount for Easter cards. 

(2) Cut Easter eggs and color. 



IN THE BAENYARD 

First Step— The Oral Story. 

White Cow, Piggy Wig, Red Hen, and Gray Pony lived together in a 

big barnyard. One fine morning the barnyard folk were up very early. 
"Woof, woof!" said Piggy Wig. "What a good day to eat and sleep!" 
"Cluck, cluck!" said lied Hen. "What a good day to go to the garden! 

I can find some corn there." 



ELSON-RUNKEL PEIMER 375 

"Moo, moo!" said White Cow. "What. a good day to eat hay!" 

"Good morniiig," said Gray Pony. "What a good day to give rides!" 

When the other barnyard folks heard Gray Pony talk about giving rides, 
they all began to laugh at him. 

"Woof, woof, Gray Pony!" said Piggy Wig. "I want to eat and sleep. 
I don't want to give rides." 

"Cluck, cluck!" said Red Hen. "I want to go to the garden. I don't 
want to give rides." 

"Moo, moo!" said White Cow. "I want to go to the meadow. Master 
has left haycocks there. I want to eat some of the nice sweet hay. I don't 
want to give rides." 

But Gray Pony said, "You may spend the day as you want to, but as 
for me, I want to run. I want to give Master a ride." 

Just then the master came to the barnyard and said, "Piggy Wig, you 
may eat and sleep all day. Red Hen, go to the garden and you will find 
something to eat there. White Cow, go to the meadow and you will 
find hay there. Gray Pony, come to me and we will go to see a sick girl 
who lives far, far away." For Gray Pony's master was a doctor, and 
he wanted to make the sick girl well. 

Then the master saddled Gray Pony and jumped upon his back. Away 
they went galloping, galloping, galloping, and by and by they came to the 
home of the sick girl. 

The master went into the house and left Gray Pony waiting patiently 
at the gate. Before long the master came back to Gray Pony and said, 
"We helped the sick girl and soon she can go out to play. You are a 
good pony. Now we can go home." 

Gray Pony was so happy that he tossed his head and neighed. When the 
master jumped upon his back, away he went galloping back to the barn- 
yard. He found all the other barnyard folk waiting to meet him. 

"Cluck, cluck, Gray Pony!" said Red Hen. "I ate corn in the garden. 
What a good day I have had ! " 

"Moo, moo!" said White Cow. "What a good day I have had! I ate 
hay in the meadow." 

"Woof, %voof!" said Piggy Wig. "What a good sleep I have had! 1 
had a good dinner, too." 

Then Gray Pony said, "Ho\7 happy I am! I have had a good day, too! 
I helped the little girl." 

— Feances Weld Danielson. 



376 MANUAL FOR 

Second Step — Dramatization. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 

Phrases 
a big barn yard What a good day Away they went 

eat and sleep far, far away came back 

Words 

Sight 

(Eeview) meadow master jumped helped 
(N'ew) pony sick galloping 

Game No. 28, page 179. 

Phonetic 

(Eeview) hay good 

Phonetics (Review) 
■ Game No. 40, page 181. 

Fourtli Step — Reading Lesson. (Primer, pages 124-128.) 

SUGGESTION'S FOR SUPPLEMENTARY WORK (BARNYARD ANIMALS ) 

THE HORSE 

I. Supplementary Stories. 

(1) "A Wise Old Horse," in In the Child's World, Milton 
Bradley Company. 

(2) "The Little Gray Pony/' Maud Lindsay in Mother 
Stories, Milton Bradley Company. 



ELSON-rvUKKEL PRIMER 377 

II. Conversation. Horse. 

III. Poems. 

IV. Song. 

V. Song Game. "The Little Pony," Hailmann in Songs, Games, 

and Rhymes, Milton Bradley and Company. 

VI. Occupation. 

(1) Free-hand cutting of horse. 

(2) Fold wagon. 

THE cow 

I. Supplementary Stories. 

(1) "Imgard's Cow," Maud Lindsay in More Mother Stories, 
Milton Bradley Company. 

(2) "Patsy the Calf," Maud Lindsay in More Mother Stories, 
Milton Bradley Company. 

II. Conversation. Cow. 

III. Poem. "The Spotty Cow," Laura E. ]?ichards in Five 

Minute Stories, Dana Estes and Company. 
rv. Song. "Thank You, Pretty Cow," Hailmann in Songs, 

Games, and Rhymes, Milton Bradley Company. 
V. Occupation. Free-hand cutting of cow and milk pails. 



ALICE AND THE BIRD 

First Step— The Oral Storv. 

The bright sun was up, shining, and it was time for all children to be 
up, too, but a little girl named Alice was still lying asleep in her bed. 
"Wake up! Wake up!" twittered the wee little, sweet little voice of a 
bird just outside her window. Little Alice popped her black eyes wide open 



378 MANUAL FOR 

and listened. "Wake up, Little Girl! Wake up!" sang the bird. Then- 
Little Alice hopped right out of her bed and ran to the open window to 
look out. There sat the little bird in a tree, twittering, "Wake up. Little 
Girl! Wake up!" 

Alice dressed herself as quickly as she could, in a neat little blue frock, 
and ran down stairs to breakfast. After breakfast she took her doll and 
went to play with Patty. At first Alice and Patty played happily with the- 
doll and had no end of fun. But by and by the sun grew hot, and the 
two little girls began to grow cross. When Alice was holding the doll, 
Patty cried, "I want the doll! Give it to me!" Then Alice held it tight 
in her arms and said, "No, I want it. It is my doll!" All at once 
Alice heard the wee little, sweet little voice of the bird singing, "Give 
up! Give up!" Alice looked up and there in the tree sat the little bird, 
twittering, "Give up! Give up!" "I hear you. Little Bird," said Alice. "I 
will give up ! I will give up ! Patty, you may have the doll." And Alice 
smiled and put the doll in Patty's lap. And after that, the two little girls 
played happily together until it was time for dinner. 

When Alice went home to dinner she could not find her mother anywhere 
in the house. "Oh, where is Mother?" cried the little girl. "I want my 
dinner!" She felt so lonesome and hungry that two big tears rolled out. 
of her black eyes and fell on her neat little blue frock. Just then she 
heard a wee little, sweet little voice twittering, "Cheer up! Cheer up!" 
"Thank you, Little Bird," said Alice, beginning to laugh. She looked up 
and there sat the bird in a tree, twittering, "Cheer up. Little Girl! Cheer 
up!" "I will cheer up! I will be happy!" said Alice. Then she ran. 
to play witli her black kitten. She sang merrily, and was happy while she 
waited for her mother. 

By and by Alice's mother came home. -After dinner she took Alice for 
a long ride. The happy little girl saw the blue sea and the yellow sand 
and the white daisy fields and the green woods. Then her mother put 
Alice to bed, but she was so wide awake thinking about' the sea and the- 
sand and the fields and the woods that her black eyes would not shut 
up. All at once she heard a wee little, sweet little voice twittering, "Shut, 
them up, Little Girl! Shut them up!" This time Alice knew without 
looking that it was the same little bird that had been near her all day. 
So she called out from her snug little bed, "I will shut them up, Little- 
Bird! Thank you for your cheery songs!" And soon she was fast asleep.. 
How happy the little bird was! It had helped Alice all day. 

— Emily Eose Burt in Story-Telling Time. 



ELSON-RUNKEL PRIMER 379 

Second Step — Dramatization. 

Third Step — Sentence, Phrase, and V/ord Development: Phonetics, 

Sentences 
Build sentences^ using the words listed below. 

Phrases 
fast asleep jumped out of her bed cheer up 

Wake up Give up shut them up 

Words 

Sight 

(Eeview) sang saw want 

(N"ew) doll cheer 

PJionetic 

(Eeview) wake took bed 

(New) shut 

Game No. 14-, page 177. 

Phonetics (ut) 
From nut develop ut and the following words : 

shut hut hut rut 
From ed develop ded. 

Fourth Step — Reading Lesson. (Primer, pages 130-133.) 

Silent Eeading Exercise 
Seat work in silent reading may well be given here, based on 
Card 19, New Set YIT-A. 



380 MANUAL FOR 

DAEK PONY 

First Step— The Oral Story. 

Once upon a time there was a pony named Dark, who took little people 
to Sleepytown every night. One night as Dark Pony was galloping along 
the road, he was stopped by a little boy named Noddy. Noddy said, 
"Take me down 
To Sleepytown." 

Then Noddy jumped upon Dark Pony's back and away they went gallop- 
ing, galloping, galloping. 

Soon they came to a little girl whose name was Niddy. Niddy said, 
"Let me go, too. 
Take me with you!" 

Dark Pony stopped galloping and Niddy jumped up behind Noddy. "Go, 
go, Dark Pony!" she said. Away they went galloping, galloping, galloping. 
Soon they came to a white dog. The dog said, 
"Bow-wow-wow ! 
Take me now!" 

So Dark Pony waited while Noddy jumped down to get the dog, and 
tucked it right under his arm. Then he jumped upon the pony's back and 
said, "Go, go, Dark Pony ! " Away they went galloping, galloping, gallop- 
ing. 

Soon they came to a black cat, who cried, 
"Mew, mew, mew! 
Take me, too!" 

When Dark Pony stopped galloping Niddy jumped down and picked up 
the black pussy. Then she jumped upon the pony and said, "Go, go, 
Dark Pony!" Away they went galloping, galloping, galloping. 

By and by they came to a barn, and there on top of the barn was a 
red cock, crowing, 

"Cock-a-doodle-doo ! 
Take me, too!" 

When Dark Pony stopped for the Red Cock, Niddy said, "Come, Red 
Cock ! You may sit behind me." So Red Cock sat behind Niddy, and away 
they went, galloping, galloping, galloping. 



KLSON-RUNKEL PRIMER 



381 



Soon they came to the woods. All at once a little gray squirrel jumped 
out from behind a tree and called to them merrily, 
"Can you see 
A place for me?" 

Now Gray Pony couldn't see, but Niddy could, and she said, "Yes, Gray 
Squirrel, I see a place for you. Sit by the red cock." 

So the squirrel jumped up and sat by the red cock, and then Niddy 
said, "Go, go, Dark Pony!" Away they went galloping, galloping galloping, 
galloping. 

What a happy company they were as they went galloping on and on, 
each one in his own way singing a song. Soon the songs grew soft and 
low, and Dark Pony began to go very slowly. 

At last Dark Pony stopped, for he had come to Sleepytown. All the 
eyes were shut. Niddy and Noddy and White Dog and Black Cat and Red 
Cock and Gray Squirrel were all fast asleep. 

— Folk Tale. 

Second Step — Dramatization. 

Third Step — Sentence, Phrase, and Word Development: Phonetics. 

Sentences 
Build sentences, using the words listed below. 



may sit behind me 
fast asleep 
Let me go 



Phrases 
jumped up behind 
Away they went 
Once there was 



on and on 
sang and sang 
were shut 



Sight 

(Eeview) 
(N'ew) 

Phonetic 
(Eeview) 



Words 



once 
Sleepytown 



dark 



night name 

Game No. 46, page 182. 

Phonetics (Review) 



Noddy 
shut 



Niddy 



383 MANUAL FOR 

Fourth Step — Reading Lesson. (Primer, pages 134-140.) 

Pages 136, 137, 138, 139, and 140 may well be used for silent reading. 
For suggestions see pages 308, 316 of the Manual. 

SiLEXT Eeading Exercise 
Seat work in silent reading may well be given here, based on 
Card 20, New Set VII-A^ 



SUGGESTIONS FOR SUPPLEMENTARY WORK (SLUMBERLAND) 

I. Supplementary Stories. 

(1) ^^Little Sleepy Head," Maud Lindsay in A Story Garden, 
Lothrop, Lee and Shepard. 

(2) ''Lovely Moon," Maud Lindsay in A Story Garden, 
Lothrop, Lee and Shepard. 

II. Conversation. Sleepytown and the Sandman. 

III. Poem. "My Bed Is a Boat," Eobert Louis Stevenson. 

IV. Songs. 

(1) "Lullaby," Jessie L. Gaynor in Songs of the Child Worlds 
Part II, Church. 

(3) "Galloping" in Lyric Music First Reader, Scott, Fores- 
man and Company. 

V. Song Game. "Some Lullabies," Jessie L. Gaynor in Songs of 

the Child World, Part II, Church. 

VI. Occupation. 

(a) Cut moon and stars. 

(6) Lesson 1. Silent Eeading and Crayoning Cards, New Set 

VII-A, Card 19. To follow page 133 of the Primer. 
Lesson 2. Card 20. To follow page 140 of the Primer. 



ELSON-RUNKEL PRIMER 
SUMMAEY OF PAET FOUE 



:583 



Phonetics 
Vowels 

y 

Consonants 
t, k, ], 1, p 

Blends 



{a) Beginnings. 










cr 


fl 




sn 


dr 


br 


si 




gr 




th 


kn 




tr 




{b) Endings. 










p.n et 


ed 


— 


— 


ell 


— it 


-^ 


ig 


ing 


ill 



ut 



ake 


ee 


ind 


00 


ound 


and 


eep 


ight 


ook 


ouid 


ack 


ear 




ood 


other 


ame 






ove 


orn 


ane 






ow 


out 


ay 






6w 




ate 










Final e. 










Suffixes, 


ing, ed. 









384 MANUAL FOR 

GENERAL SmiMAllY OF PHONETICS 

(Including Parts III and IV.) 

Vowels 
e y - 

Consonants 

m, 1, b, h, s, c (liard)/d, n / 

f, w, r, g (hard), k, j, t, p 

Blends 



(a) 


Beginnings. 










br 


sh 


. 


fl 




cr 


th 




si 




kn 




gr 


dr 




sn 




tr 




(b) 


Endings. 
Plural in s. 
Final e. 
Suffixes ing, ed. 










at an ny 


— 




— 




et en — 


ed 




— 




it — — 


— 




iR 



ut 



ell 
ill 



ake ^ee Tnd oo ound 

and eep ight ook ould 

ack ear ood other 

anip |. . ove orn 

ane ^ 4, 8o ^ ^^^ ^"^ 

ay 6w 

ate 




V .^ 








*^^r 







4 O^ 




^^-;^ 








,^ 








V .r^ 




.V- O, 











'0' •<<^ ^ 





y\ ~ 





<" 




•oK 





0^ 











-'^ " O N O ' .0 






.40, 




^O-r, 





.0 




4 o^ 











ffSm FLA. 
32034 






